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Friday, October 24, 2014

Seminar: Using Teacher Portfolios to Monitor and Improve Classroom Practice

You’re invited to attend a discussion featuring
Dr. José Felipe Martinez, Associate Professor of Social Research Methodology at the Graduate School of Education and Information Studies, UCLA
Using Teacher Portfolios to Monitor and Improve Classroom Practice: Recent Findings and New Directions
Moderator: Dr. Morgan Polikoff
Wednesday, October 29, 2014
12:30pm*
Von KleinSmid Center (VKC) 150
*The seminar will start promptly at 12:30pm.
Please find Dr. Martinez’s abstract and bio below.
On behalf of Rossier’s Office of the Associate Dean for Research and Faculty Affairs, we hope many of you will come out and support our featured speaker. Bring your lunch and we’ll provide refreshments. Please RSVP to Omar VIlla at ovilla@rossier.usc.edu.
RSVPs receive priority seating.
Thank you.
ABSTRACT
Teacher portfolios have a long history as tools for teacher professional development and certification, and are known to provide potent anchors for teacher reflection and improvement efforts. Recently, interest in portfolios is increasing again in the context of efforts to strengthen teacher evaluation systems around the country. In this talk I examine the promise and limitations of teacher portfolios for high stakes teacher evaluation systems, with emphasis on key conceptual, psychometric, and practical considerations. I finally discuss empirical evidence from our recent studies, and the design and initial stages of a large NSF-funded R&D project to build a next-generation electronic portfolio prototype through modern tablet technology.
Bio
Dr. José Felipe Martínez’s research interests involve the application of measurement and quantitative methods to issues in education policy, specifically teacher/school effectiveness, program evaluation, and educational assessment. His recent work has focused on developing and validating portfolio instruments for measuring instruction and assessment practices in mathematics and science classrooms. This work is currently being extended to electronic tablet portfolios for middle school science with support from the National Science Foundation under a 3-year $1.6 million grant. Other recent work focused on the methodological and policy implications of using multiple measures of teacher practice and effectiveness in teacher induction programs and district-level teacher evaluation system.

Tuesday, October 21, 2014

Full-Time Instructional Design Position

USC's Marshall School of Business is looking for an Instructional Designer: https://jobs.usc.edu/postings/33653
In addition, Marshall sometimes has part-time graduate student worker positions open up in the online learning department.  Please contact Kimberly Brower (mailto:kbrower@marshall.usc.edu) for more information on student worker postings.

Friday, October 17, 2014

Job Position: USC Marshall School of Business Instructional Desginer



Dear Students,

We wanted to share an exciting opportunity with you all. The USC Marshall School of Business is looking for an Instructional Desginer. Please click the link here for more information: https://jobs.usc.edu/postings/33653.

Please contact their office should you have more questions. Thank you and take care!

- Master's Program Office"

Tuesday, October 14, 2014

College Readiness - Secondary Access Liaison Job Position


CAREER EDUC CTR-MIDDLE COLLEGE
Northwest
235 paid days per year
FTE: 1.00; Full Time
Starting Salary: $58,949 per year
  
Essential Functions and Objectives:
- The College Readiness - Secondary Access Liaison will support the development of Advance Placement, AVID, and International Baccalaureate college readiness systems that lead to increased advanced placement participation, increased graduation rates, increased college-going rates, and decreased remediation rates. Support the facilitation, design, and implementation of the above designated college readiness systems at elementary, middle and high schools focusing on rigor, curriculum and professional development, student and family support, and  on-going improvement.

Knowledge, Skills & Other Qualifications:
Minimum of 3-5 years of experience in teaching or school leadership
- Experience working with Advance Placement, AVID, and/or International Baccalaureate college readiness systems.
- Must possess knowledge of elementary, middle and secondary education systems and college readiness strategies. 

Education Requirements:
- Minimum – Bachelor of Arts or Science of Education and/or Communications
- Preferred – Masters of Arts or Science in Education
  
About Denver Public Schools:
Denver Public Schools is committed to meeting the educational needs of every student with great schools in every neighborhood. Our goal is to provide every child in Denver with rigorous, enriching educational opportunities from preschool through high school graduation.  DPS is comprised of 185 schools, including traditional, magnet, charter and pathways schools, with an enrollment of 88,000 students.  Of those, 58% of the school district's enrollment is Hispanic, 20% is Caucasian, and 15% is African American.  Seventy-two percent of the district's students qualify for free and reduced lunch.  

Under the leadership of Superintendent Tom Boasberg and guided by the tenets of The Denver Plan, DPS has become the fastest-growing school district in the country in terms of enrollment and the fastest-growing large school district in terms of student academic growth.  DPS is committed to establishing Denver as a national leader in student achievement, high school graduation and college career readiness.  
  
Denver Public Schools is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, age, disability, or any other status protected by law or regulation. It is our intention that all qualified applicants be given equal opportunity and that selection decisions be based on job-related factors.



Check it out by clicking the link.

COLLEGE READINESS - SECONDARY ACCESS LIAISON

Global Executive Ed.D. Program Office Educational Assistant Job Position

Job Summary:
The Global Executive Ed.D. Program office is looking for an Educational Assistant. This position will allow you to work closely with the program while being exposed to doctoral students, faculty, and staff within the Rossier School of Education. The Educational Assistant will help with event planning, social media initiatives, and other duties. The rate of pay is $12/hour, up to 20 hours per week.

Minimum Qualifications:
·        Work study preferred
·        10-15 hours a week
·        PC and social media skills required
·        Professionalism
·        Reliable and efficient
·        Available to work for 3 or more hours at a time
·        Strong oral and written communication skills
·        Ability to meet and prioritize deadlines in the face of changing priorities and fluctuating workloads
·        Required to work January 12 – 16, 2014

Job Opportunities:
·        Assist with Global Executive Ed.D. Program Office events
·        Update course materials on the ARES database
·        Create /design project(s) as the need arises
·        Network with various Rossier staff and faculty members

For additional information about the position, please contact the Global Executive Ed.D. Program Office.
Please submit a resume and cover letter to Jan Okamoto (jrokamot@rossier.usc.edu)


Global Executive Ed.D. Program Office
Rossier School of Education

3470 Trousdale Pkwy WPH 401 (213) 740-6019

Youth Development Professional/Academic Case Manager Positions

Monday, October 13, 2014

Youth Development Professional/ Academic Case Manager (2 Positions Available)

Title: Youth Development Professional/ Academic Case Manager (2 Positions Available) 
Department: College Bound Site at Verdugo Hills High School
Reports To: Teen Director and College Bound Coordinator

Primary Function: Utilizing leadership, advocacy, and collaboration, the College Bound Case Manager promotes student success, provides preventive services, and responds to identified student needs by implementing a plan that addresses academic, career, and personal/social development for all students.

Key Roles (essential Job Responsibilities):
• Support and maintain programs that engage teens socially, culturally, communally and intellectually and reflect the diversity of Club life, including: community service, education, and leadership.
• Plan and implement day-to-day programs activities (i.e. access, nutrition and exercise, character building, career exploration, etc.) in accordance with established standards and goals.
• Attend and participate in meetings and keep supervisor informed of changes to policies, goals and program.
• Ensures an environment that facilitates achievement of program goals, with overall responsibility for cleanliness, attractiveness and safety of members, properties and equipment.
• Participate in outcome measurement processes and other evaluation programs, including BGCA's annual Impact Assessment.
• Ensures quality improvement of programs by conducting program evaluations and annual written analysis of members’ needs and interest.
• Work closely and cooperatively with the high school principals and teachers/counselors.
• Develops and maintains a written plan for effective delivery of the College Bound program based on the current member’s school data
• Communicates the goals of the comprehensive programs to members, parents and school officials
• Uses the majority of time providing direct services through the Guidance Curriculum, Individual Student Planning and Preventive and Responsive Services
• Assists all members with developing academic, career and personal skills, goals
• Assists with placement and follow-up services for students
• Assists students in selecting programs of study to enhance career planning
• Provides information and resource services for students, parents/guardians
• Assists members in building self-esteem and developing decision-making, problem-solving, and positive human relations skills
• Utilizes community resources in addressing the needs of members
• Maintains comprehensive records and reports
• Assist/tutor member with homework

Skills /Knowledge Required:
• Must be able to work a flexible schedule; after school hours
• Strong interest in education and impacting member learning positively
• Excellent planning and organizational skills
• Must have knowledge of high school math and English courses
• Experience working collaboratively with diverse communities
• Must have knowledge of college eligibility requirements
• Must be at least 18 years old to apply
• Must have reliable form of transportation

*Please note that this position is part time at 20 hours a week

If you are interested, please contact the College Access Coordinator at VISTAcollegeaccess@bgcburbank.org

Background checks are required and all Boys & Girls Club employees must comply with all policies and procedures.