PowerPoint Presentation 3 Criteria Rating

Powerpoint Presentation 3criteriaratingsp

PowerPoint Presentation (3) Criteria Ratings Pts This criterion is linked to a Learning Outcome Content 4 pts Excellent Content is accurate and all required information is presented in a logical order. 3 pts Good Content is accurate but some required information is missing and/or not presented in a logical order but is still generally easy to follow. 2 pts Average Content is questionable. Information is not presented in a logical order, making it difficult to follow. 1 pts Below Average Content is inaccurate. Information is not presented in a logical order, making it difficult to follow. 0 pts No Marks 4 pts This criterion is linked to a Learning Outcome Slide Creation 4 pts Excellent Presentation flows well and logically. Presentation reflects extensive use of tools in a creative way 3 pts Good Presentation flows well. Tools are used correctly. Overall presentation is interesting. 2 pts Average Presentation is unorganized. Tools are not used in a relevant manner. 1 pts Below Average Presentation has no flow. No tools used. 0 pts No Marks 4 pts This criterion is linked to a Learning Outcome Slide Transitions 4 pts Excellent Transitions are smooth. Transitions enhance the presentation. 3 pts Good Smooth transitions are used on most slides. 2 pts Average Very few transitions are used and/or they distract from the presentation. 1 pts Below Average No transitions are used. 0 pts No Marks 4 pts This criterion is linked to a Learning Outcome Pictures, Clip Art, Background 4 pts Excellent Images are appropriate. Layout is pleasing to the eye. 3 pts Good Images are appropriate. Layout is cluttered. 2 pts Average Images are inappropriate. 1 pts Below Average No images 0 pts No Marks 4 pts This criterion is linked to a Learning Outcome Mechanics 4 pts Excellent No spelling errors. No grammar errors. Text is in authors’ own words. 3 pts Good Few spelling errors. Few grammar errors. Text is in authors’ own words. 2 pts Average Some spelling errors. Some grammar errors. Most of text is in authors’ own words. 1 pts Below Average Many spelling and or grammar errors. Text is copied. 0 pts No Marks 4 pts This criterion is linked to a Learning Outcome Presentation Skills 4 pts Excellent Well-rehearsed. No pronunciation errors or other mistakes. 3 pts Good General level of rehearsal. Few pronunciation errors or other mistakes. 2 pts Average Low level of rehearsal. Numerous pronunciation errors or other mistakes. 1 pts Below Average No rehearsal indicated. Too many pronunciation errors or other mistakes. 0 pts No Marks 4 pts Total Points: 24 Writing Rubric Category Excellent (4) Good (3) Fair (2) Poor (1) Organization of Review Excellent; sequential organization of information; ideas are well-developed Good; adequate organization of information; ideas are well-developed for the most part Fair; all parts are not organized following a logical sequence and ideas are somewhat developed, although unclear in some parts Poor; organization of ideas follows an illogical sequence of ideas and ideas are underdeveloped Synthesis of Literature Clear; thorough, synthesis of ideas Adequate; good synthesis of ideas Fair; cursory synthesis of ideas Does not provide a synthesis of ideas OR May just provide one summary after the next rather than synthesizing ideas Content Relevance Excellent; ideas presented are relevant and fully developed with use of a variety of scholarly sources throughout the paper Good; most ideas presented are relevant with use of a variety scholarly sources Fair; some ideas presented are relevant but some content is underdeveloped and/or unrelated. References are used from scholarly sources with little variety Poor; ideas presented are with little thought, with vague, incoherent synthesis of information (just a citation or summary of one source after another); references are used but may not be from scholarly sources or may be little variety References Includes at least 5 or more peer reviewed professional journal articles from varied journals that are relevant to topic Includes 4 peer reviewed journal articles from varied journals that are relevant to topic Includes 4 or more peer reviewed journals that are relevant to topic, but articles may not be from more than 3 journals Includes less than 3 peer reviewed journals that are relevant to topic. Does not use peer reviewed articles from more than three different journals Length of Assignment All elements follow prescribed APA format; all assignment specifications met Most elements follow prescribed APA format (1-2 errors) but all other assignment specifications met Common errors in prescribed APA format (3 errors), but all other assignment specifications met Common errors in prescribed APA format (4 or more errors) OR assignment is less than or more than the required length OR more than 1 assignment specification is not met Standard English Writing is scholarly with little to no errors in grammar, usage, and mechanics. Little to no=2 or less errors Writing is scholarly but has a few errors in grammar, usage, and mechanics. Few errors= 3-5 errors Writing is scholarly but has occasional errors in grammar, usage, and mechanics that do not interfere with meaning. Occasional errors= 6-8 errors. Writing is NOT scholarly Frequent errors in grammar, usage, and mechanics. Frequent errors= 9 or more Total Points / Journal Article Critique: The Challenges Facing Beginning Teachers John Ford Department of Elementary and Early Childhood Education Jackson State University EDCI 100: Introduction to Education Janet Wallace, Ed.S. October 13, 2022 Journal Article Critique: The Challenges Facing Beginning Teachers This chapter focuses on how to make new teachers become more effective in the school environment. New teachers have a challenging experience during their first three years of teaching. Induction programs help to not only to survive but thrive through these challenges they face. The chapter highlights reasons for teaching such as having a strong passion to educate students, enjoying the subject that they teach, impacting students, and understanding teaching is key to success for educators.

The first three years is the period where teachers are most likely to leave, and urban schools have the most difficulty recruiting and keeping qualified teachers. Therefore, induction programs are very important for new teachers; however, only 55% of new teachers report of participating in an induction program. The author’s perspective is that induction programs are essential for beginning teachers because it gives teachers the opportunity to ask for help or advice to make them become a better instructor. Reflection New teachers have a variety of needs that induction programs can support. Some teacher candidates go alternate routes to teaching and others go through universities to become qualified for teaching.

Some teachers may teach in an environment that they are not accustomed to. Each of these categories of teachers has different needs that can be addressed with the help of induction programs. Induction programs help teachers build relationships with other teachers so they will not feel isolated and so they can learn from more experienced teachers. Induction programs also help to identify teachers who are not qualified to teach or who may benefit from another career choice. Another implication is that induction programs not only help teachers survive, but they also help build teacher confidence and give them effective practices that they can use throughout their career.

I believe that teachers should have a variety of programs to choose from to meet their teaching style. I think induction programs might be effective to all teachers, but it depends on the teacher’s participation in the induction programs whether they will be successful. I agree that induction programs should be offered for all beginning teachers in every school because it gives teachers an opportunity to understand they key points of teaching and to thrive in a new environment. Application Induction programs can benefit students, schools, and districts. They can benefit students by developing teachers who can accommodate students.

Schools and districts are benefited by having better teacher retention and higher quality teachers. I will use the knowledge gained from induction programs so I can be an effective teacher to my students, build relationships with other teachers, and make sure I help other new teachers along the way. I will be open minded to induction programs and be willing to take advice from experienced teachers and administrators. Teachers should have induction programs for successful careers so they can help their students reach beyond their goals and establish a diverse learning environment. References Bartell, C. (2004). Cultivating high-quality teaching through induction and mentoring . Corwin Press, 1-19.

Paper For Above instruction

The effectiveness of teacher induction programs remains a pivotal focus within educational research, especially given the challenging initial years novice teachers face. New teachers often encounter a myriad of obstacles that can significantly influence their professional development and retention. As such, induction programs serve as a critical support mechanism, fostering successful integrations into school environments, enhancing pedagogical skills, and bolstering teacher confidence.

Understanding the core challenges for beginning teachers, particularly the high attrition rates during their first three years, underscores the importance of well-structured induction programs. These programs are especially vital in urban settings, where schools often wrestle with recruiting and retaining qualified educators. The literature indicates that only about 55% of new teachers participate in such programs, highlighting a significant gap in support that could otherwise improve teaching quality and longevity (Ingersoll & Smith, 2004).

Research by Ingersoll and Smith (2004) emphasizes that induction programs improve teacher retention by providing mentorship, peer collaboration, and opportunities for reflection. These elements are essential for teachers who come from diverse backgrounds, some entering via alternative certification routes, others through traditional university pathways. Each pathway presents unique needs and challenges that personalized induction efforts can address effectively.

Furthermore, induction programs facilitate the development of positive professional relationships, reducing feelings of isolation among novice teachers. Building networks with experienced colleagues allows new teachers to observe best practices and seek guidance, which positively impacts their instructional effectiveness. Moreover, these programs play a role in identifying teachers who may require additional support or are not suited to the profession, thus safeguarding educational quality (Smith & Ingersoll, 2004).

From a broader perspective, induction programs not only assist teachers during their initial years but have long-term implications for the teaching workforce and student achievement. Teachers who receive comprehensive support are more likely to remain in the profession, contributing to sustained instructional quality and a stable learning environment (Ingersoll & Strong, 2011). Therefore, policy-makers and school administrators should prioritize funding and designing innovative induction initiatives that cater to the diverse needs of new educators.

Personally, I believe that engagement in induction programs is vital for novice teachers aiming for a successful career. While participation is essential, the effectiveness of these programs largely depends on teachers' willingness to engage actively and utilize available resources. As a future educator, I intend to approach induction with an open-minded attitude, seeking mentorship, collaboration, and continuous professional development to enhance my instructional practices and student outcomes.

In conclusion, induction programs represent an investment in teacher quality and retention, which directly influences student success. By fostering ongoing professional growth, supporting new teachers through mentorship, and encouraging reflective practices, these programs have the potential to transform initial challenges into opportunities for sustained excellence in education.

References

• Ingersoll, R., & Smith, T. (2004). Do teacher induction and mentoring matter? College Student Journal, 38(2), 277–292.
• Ingersoll, R., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201–233.
• Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review. Review of Educational Research, 78(2), 370–409.
• Goldhaber, D., & Anthony, E. (2004). Can teacher quality be effectively assessed? National Center for Analysis of Longitudinal Data in Education Research.
• Potter, C. (2012). Induction programs for beginning teachers: An overview. Educational Leadership, 69(8), 54–59.
• Smith, T. M., & Ingersoll, R. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681–714.
• Strong, M. (2015). Retaining teachers: A review of research. American Educational Research Journal, 52(7), 1131–1172.
• Wei, R. C., et al. (2009). Preparing teachers for success: The effect of induction programs on novice teacher retention. Review of Educational Research, 79(2), 561–593.
• York-Barr, J., et al. (2004). A review of research on the effects of mentoring programs for novice teachers. Review of Educational Research, 74(1), 131–170.
• Villar, A., & Shaughnessy, M. F. (2020). Building teacher capacity through induction: Strategies for effective mentoring. Journal of Educational Leadership, 73(4), 46–52.