Domain 4 - Inter-professional and Evidence Based Practice

Interprofessional practice (IPP), Interprofessional education (IPE) - Philosophies of Specialist Teaching. Sharing professional knowledge and skills to learn with, from, about specialist areas. Reflecting and contributing to communities of learning and practice.
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This resource links me to the 10 research-based characteristics of quality teaching. They are generic in that they reflect key principles  from research across all curriculum areas and for students across the range of schooling years.   How the principles apply in practice is dependent on the curriculum area, the experience, prior knowledge and needs of the learners in and any context.

This resource links me to the 10 research-based characteristics of quality teaching. They are generic in that they reflect key principles from research across all curriculum areas and for students across the range of schooling years. How the principles apply in practice is dependent on the curriculum area, the experience, prior knowledge and needs of the learners in and any context.

This is a resource that I am wanting to purchase and one that has been recommended. What interests me is that it focuses on reviews of qualitative and quantitative evidence and provides practical strategies based on this.  It also links to a very interesting paper on how teachers should use evidence to inform their own improvement. It provides quite a critical view about the reliability of evidence and how high quality evidence will suggest many ways to help improve practice.

This is a resource that I am wanting to purchase and one that has been recommended. What interests me is that it focuses on reviews of qualitative and quantitative evidence and provides practical strategies based on this. It also links to a very interesting paper on how teachers should use evidence to inform their own improvement. It provides quite a critical view about the reliability of evidence and how high quality evidence will suggest many ways to help improve practice.

Children who are deaf and hard of hearing can get support from the Ministry’s Advisers on Deaf Children (AoDCs) and Resource Teachers of the Deaf (RTDs).  AoDCs work alongside children identified as deaf and hard of hearing and their families and whānau from birth to year 3 at school. AoDC provides advice and guidance on communication and language development. They also help provide resources and programmes required to meet the developmental and educational needs of the students they work…

Children who are deaf and hard of hearing can get support from the Ministry’s Advisers on Deaf Children (AoDCs) and Resource Teachers of the Deaf (RTDs). AoDCs work alongside children identified as deaf and hard of hearing and their families and whānau from birth to year 3 at school. AoDC provides advice and guidance on communication and language development. They also help provide resources and programmes required to meet the developmental and educational needs of the students they work…

educationcouncil.org.nz sites default files coe-poster-english.pdf

educationcouncil.org.nz sites default files coe-poster-english.pdf

This article looks at practical ways to include children with special needs in the mainstream setting and it talks about practical ways to  adapt curriculum, assessments and teaching and learning.  A great article to refer teachers and colleagues to.

This article looks at practical ways to include children with special needs in the mainstream setting and it talks about practical ways to adapt curriculum, assessments and teaching and learning. A great article to refer teachers and colleagues to.

This is a great reference for parents who want to find out more about the main services available to children in the primary and intermediate years, based on their special education needs. It is also a good resource for teachers so that they have clarity and a shared understanding around the services offered, particularly if parents come to them with questions around support options and eligibility.

This is a great reference for parents who want to find out more about the main services available to children in the primary and intermediate years, based on their special education needs. It is also a good resource for teachers so that they have clarity and a shared understanding around the services offered, particularly if parents come to them with questions around support options and eligibility.

This is another resource I need to go back to and process more.  It highlights the importance of collaboration between teacher and teacher from special education sector and it discusses how important it is to a learners' success when effective partnerships are formed with parents and families.

This is another resource I need to go back to and process more. It highlights the importance of collaboration between teacher and teacher from special education sector and it discusses how important it is to a learners' success when effective partnerships are formed with parents and families.

Direct link for teachers/parents to Autism NZ site. It provides clear facts about Autism, training and seminars for teachers but more importantly some really practical resources for teachers and parents.

Direct link for teachers/parents to Autism NZ site. It provides clear facts about Autism, training and seminars for teachers but more importantly some really practical resources for teachers and parents.

This is an article I will refer back to as I did not look at RTI in-depth. It discusses more about RTI and where technology fits in.  It examines technology integration within the context of RTI.

This is an article I will refer back to as I did not look at RTI in-depth. It discusses more about RTI and where technology fits in. It examines technology integration within the context of RTI.

This article I want to come back to as I did not have time to look at it in-depth.  It talks about how to identify and address the needs of struggling learners and learners identified with learning disabilities.   The process of RTI helps educators identify students who may be at risk and need of additional instructional or behavioural support.

This article I want to come back to as I did not have time to look at it in-depth. It talks about how to identify and address the needs of struggling learners and learners identified with learning disabilities. The process of RTI helps educators identify students who may be at risk and need of additional instructional or behavioural support.

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