Creating the Village:
Strategies for Engaging
All Stakeholders in the
Educational Process
DOE: SCR 179349
Brandman: EDDU 9232
Wifi:110JM$gu3$t
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Today’s goal is very simple.
We will go through the Portfolio
page by page to make sure you are
clear on everything that is required
and you are on track to turn it in on
June 18th.
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Do not leave here today with any
unanswered questions about the
Portfolio!
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Before we start that process, we want
to review the overall goal of the class
and talk about the Portfolio in
general.
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The goal of this class is to help you
create the village you need by
identifying, connecting with and
partnering with the various village
members (stakeholders) in the your
school, community, Island and State
to provide your students with the
best education possible.
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We talked about how the natural
village isn’t as strong as it once was
and how you have to work to build
that village today to help your
students.
So this class is about building
relationships with the different
stakeholders in the village and
maintaining those relationships.
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Other thoughts on the Portfolio.
1. We are very proud of the fact that
we have had only a couple of
Portfolios rejected by the PDE3 office
in all the years we have been
teaching.
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We are very clear with the PDE3
office about what we will require in
the Portfolio and hopefully very
clear with you as well.
If you answer the questions posed in
each section and provide the
evidence we ask for, your Portfolio
will be approved.
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2. We recommend you type your
answers for the Portfolio.
We say this for a couple of reasons.
-We’ve had Portfolios rejected
because the reviewer couldn’t read
the answers.
-It looks much more professional.
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-People seem to put a little more
thought into answers they type up.
Not sure why, but it seems to make a
difference.
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3. Put some thought into your
answers.
No one word or short phrase
answers.
The purpose of the Portfolio is not
only to meet the requirements for
credit, but to make you a better
educator!
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What the PDE3 office is looking for
is that you took actions to improve
student performance by building
relationships with different
stakeholders.
That you had a rationale for those
actions.
And provide evidence of the actions
you took.
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Not all of your actions will produce
positive results.
As with all things in life, we
sometimes can learn more from our
failures than our successes.
The important point is that you
reflected upon it.
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You understood why it worked or
didn’t work and can then continue
with the actions that were successful
and change those that weren’t.
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Bottom line for us is…did the
information we presented help you
become a more effective teacher by
partnering with the various
stakeholders in your community?
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4. This course is a bit different than
ones we have taught in the past.
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We usually ask you to collect
evidence from your students in your
class for the Portfolio. In this class,
we are asking you to collect evidence
of the work you will do in building
and maintaining relationships with
the different stakeholders.
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Because of that, we encourage you to
work with other educators in your
school in completing the Portfolio.
You will each still need to turn in a
separate Portfolio, but please share
the information you gather related to
the different stakeholders.
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Please bring out your Portfolios and
turn to page #2.
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STAKEHOLDER GROUPS
1. ____________________________________________________________________
______________________________________________________________________
Leader: _______________________________________________________________
2. ____________________________________________________________________
______________________________________________________________________
Leader: _______________________________________________________________
3. ____________________________________________________________________
______________________________________________________________________
Leader: _______________________________________________________________
4. ____________________________________________________________________
____________________ __________________________________________________
Leader: _______________________________________________________________
5. ____________________________________________________________________
__________________________________________________________ ____________
Leader: _______________________________________________________________
6. ____________________________________________________________________
______________________________________________________________________
Leader: _______________________________________________________________
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PORTFOLIO Page 2
We want you to have identified at
least 6 different stakeholders and the
leaders of that stakeholder group.
We sent out a spreadsheet with 329
different stakeholder groups.
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That list is on Joe’s website:
JoeLoVerde.com
Click on Hawaii classes, Portfolios
and you will find it under the
Creating a Village class.
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As you look at your list of
stakeholders, think of how
partnering with them can help your
students.
Some provide direct help to your
students and other’s help is indirect.
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By this we mean, a business which
can provide tutoring is an example
of direct academic help to your
students.
Or a foundation that provides
scholarships that motives your
students to work harder.
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Indirect help are things such as the
work that was supposed to be done
in the cafeteria here at Jarrett.
It was to have provided the students
with a better environment and those
type of things impact student
performance as well.
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Another example is partnering with
an agency that helps finds adults
employment.
A student has a much better chance
of being successful coming from a
home where their parent/s are
employed. Both from an economic
and psychological view.
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So how can stakeholders help?
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The Students…
-Basic needs
Clothes
Food
Medical care
School supplies
Housing
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The Students…
-Educational needs
Tutoring
Guidance
Motivation (awards programs)
Books
Role models
Internships
Jobs
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The Parents…
-Financial
Food
Clothing
Housing
Job training
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The Parents…
-Support
Parenting skills
Educational tips
Materials
Counseling
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You…
-Support
Financial
Behavioral
Motivation
Expertise
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The School…
-Support
Financial (grants)
Motivation (recognition
programs)
Repairs or clean up
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Sometimes there is not a specific
leader of the group. For example if
you have “parents” as a stakeholder.
If the stakeholder is a business, you
can identify the owner of the
business or the manager you are
communicating with.
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If there is no specific leader, simply
write:
“No single leader of this group.”
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Remember, the PDE3 did not want
you to use any other staff in your
building as a stakeholder.
Also, you can use only one
stakeholder from the DOE…such as
the Math specialist at the district
office.
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We want you to think outside the
box in developing relationships with
new stakeholder groups that can
help you.
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At your tables, share the 6
stakeholder groups you identified.
I will be walking around and if you
have any questions, please let me
know.
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Turn to page #3 in Portfolio.
We are asking you to examine in
detail 4 of the 6 stakeholders you
identified in question #1.
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STAKEHOLDER GROUP #1
Stakeholder group: ______________________________________________________
A. Goals of the group: ___________________________________________________
_____________________________________________________________________
_____________________________________________________________________
B. Resources of the group: _______________________________________________
_____________________________________________________________________
_________________________________________________ ____________________
C. Contributions: _______________________________________________________
_____________________________________________________________________
_____________________________________________________________________
D. Communication: _____________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Partnerships: __________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________ __________________________________________
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PORTFOLIO Page 3
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Name the stakeholder group or
individual you are assessing.
A. Identify the goals of the
stakeholder.
B. Resources of the stakeholder.
C. Contributions they can make.
D. Communication
E. Partnerships
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A. Goals of the stakeholder…
Every individual and group has an
agenda or goal.
Sometimes it is a very open agenda,
sometimes it is a bit hidden.
This is not bad…it is simply the
reality of the world.
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The idea is that the more you know
about the goal or agenda of a
stakeholder, the easier it is to help
them meet their needs while staying
in line with the needs of your
students.
It is always a good thing to help
another individual meet their needs.
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B. What are the resources of the
stakeholder group.
-Money, supplies, scholarships
-Expertise…Speakers, information
-Man power…labor, tutors
-Internships
-Jobs
-Shadowing programs
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-Help for parents…housing, food,
clothes, legal, counseling, education,
medical, etc.
-Advertising school events
-Equipment…for carnival, play,
sporting event, music (getting Imua
to play at your school event) etc.
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Knowing this helps you address…
C. Contributions…so what can this
group do for you, your students or
the school?
-Provide a speaker
-Provide a tutor
-Help with set design for a play
-Be a Big Brother or Sister
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-Transportation…pay for a bus for
example
-Provide school supplies
-Provide help for the parents, food,
legal aid, clothes, housing, guidance
-Jobs for the students
-Motivation through rewards and
recognitions
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-Help with community events
-Food for back to school night or
teacher in-service.
-Guidance in getting a job, applying
for college, etc.
-Help with a fundraiser
-Provide recognition of your staff,
students or school
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D. Communication
How do you communicate with the
group?
Is this done by the administration,
you or someone else in the school.
Who is the point person for the
stakeholder group and who is the
point person from your school?
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How do you communicate after they
have helped?
How do you keep them in the loop?
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D. Partnerships
Identify the specific activities and
events they can help you with.
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Think of it in this way.
Contributions is what they could do.
Partnerships is what they are
specifically going to do.
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So for C. Contributions…You could
state that this stakeholder group has
a number of individuals with
expertise in a particular field.
In Partnerships…You would say that
you are bringing someone from the
group in to speak to your class. Or
that the group will be providing
tutors once a week for your students.
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While there is a difference between
building a relationship and
maintaining one, some of the actions
you take are the same.
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Techniques for building and
maintaining relationships.
1. Initiating…someone has to be the
first to reach out to the other person,
business or organization.
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Actions you can take…
1. Contacting the other person,
business, organization,
department, etc. to explore ways
of working together.
Evidence you can provide…email,
letter, text of phone call,
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2. Contact a person, group, business
with a specific idea of working
together.
Evidence…letter, email or just a copy
of the plan you gave them
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3. Invite them into the school. No
agenda other than having them see
what you are doing and
understanding what is going on in
their community.
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Evidence could be the how you
invited them or pictures of the event
itself.
Evaluation could be around the
number of parents who participated.
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The same is true for people at the
district level.
Don’t complain that they don’t know
what’s going on at the school level.
Invite them in and show them.
Evidence…email, letter, etc.
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Evidence for building…
Letters or emails inviting them into
your classroom.
Evidence for maintaining…
Thank you letters or emails, pictures
of the kids working on things they
recommended.
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4. Acknowledgement/Recognition
We all appreciate being recognized
for the things we do.
Think of it in terms of doing
something extra for the school.
Working on some after school
project for example.
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Building…working with a
stakeholder in creating a recognition
program for your students.
Maintaining…info about it in your
school newsletter, weekly letter to
parents, thank you on outside
billboard
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Evidence…
-Thank you letters you write
-Thank you letters your students
write
-Pictures and articles in your school
newspaper or newsletter about what
the person, group, etc. did.
Pictures on a bulletin board at school
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-How the students are using the
supplies you provided.
-How much better the school
grounds look after their business
spent a Saturday morning cleaning
up.
-How many backpacks you have
given out to needy kids.
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5. Communication
-Relationships require effective twoway communication.
Don’t just communicate when you
need something.
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Evidence could be copies of the
communications you had with the
stakeholder.
”Just to keep you in the loop” type
communications
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6. Partnerships
People like to feel that they are part
of something.
That they are part of a team helping
and making a difference.
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So when you ask the person, group,
etc. to help, understand you have to
let go of the process a bit.
You can’t control it all or it is not a
partnership.
Don’t give the illusion of control.
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Examples…
-A school carnival…what part can
they be in charge of.
-A tour of their business…they
determine what to show you
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Make sure that each party has some
power or control in the relationship.
That what they think or want
matters and is important.
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7. Clarity…
In every relationship there are
boundaries that have to be
respected.
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So be clear about your boundaries…
What the stakeholder can and can’t
do.
They don’t always see things from a
school or legal perspective.
For example, taking pictures of
students.
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Don’t get them excited and then
have to tell them “no” you can’t do
this or that.
Make sure on the front end they
know what they can and can’t do.
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So your action could be to have a
letter or form that outlines what is
acceptable and what is not.
This can be given and discussed
with the stakeholder on the front
end.
This prevents issues coming up later.
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8. Follow through…
Simply doing what you say you are
going to do!
This builds trust and confidence in
the other person or group.
The foundation of every healthy
relationship.
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Trust is one of those things that is
hard to gain and very easy to lose.
We could be honest with you 90% of
the time …not a bad percentage. But
you would tend to focus on the 10%
we’re not.
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Make sure when you work with
stakeholders you remember the
adage…
“Under promise and over deliver.”
This means…if you think you can
get an answer to a question they
have in the next hour.
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Tell them you’ll get back to them in
two hours. When you call back in
one hour, you look like an all-star.
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So always make sure you follow
through with any commitments you
make.
Become the person in the
relationship who always keeps their
word.
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Turn to page #7 in your Portfolios.
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BUILDING RELATIONSHIPS ACTION #1
A. Stakeholder group: ____________________________________________________
B. Mutual benefit: ____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
C. Action taken: _____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
D. Evaluation: _______________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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PORTFOLIO Page 7
We are asking in question #3 for you
to take 5 actions to build
relationships with the different
stakeholders.
You do not have to do 5 different
stakeholders.
You can do two actions for one
stakeholder…for example.
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-2 actions to build relationships with
parents
-1 action to build a relationship with
a business in your community
-1 action to build a relationship with
department in the DOE
-1 action to build a relationship with
a service organization in your
community.
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Or…
you might to do 2 with parents, 2
with businesses in the community
and 1 with a service organization.
The combination is up to you based
upon the stakeholders in your
community and the needs of your
students.
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Let’s say that your action is building
a relationship with the newspaper
and ask them to send out a reporter
to talk to your English or Journalism
class.
It would look something like this.
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A. Identify the stakeholder group…
The business, person, group, district
office, etc.
Star Advertiser
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B. How was the partnership you created with
them a mutual benefit.
My students will benefit by learning
about writing/journalism from
someone in the field. The reporter has a
chance to give back to the community
and also the Star Advertiser benefits
from the exposure of having one of
their reporters in front of a group of
students promoting the newspaper.
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C. Action taken…this involves what
you did to either build or maintain a
relationship with the Star Advertiser.
There are a number of actions you
could take after the reporter comes
out to speak.
1. Have your students send a thank
you to the newspaper.
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2. Have your students write an
article about what they learned and
put in it the school paper.
3. Post something about it on the
school’s website.
4. Include something about it in a
newsletter.
5. Post something on sign outside the
building.
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D. Evaluation…
Was it effective?
You can look at this from a couple of
different angles.
1) Did the newspaper respond back?
Did they offer to work with you in
another way? Did they put
something in their paper about
coming to your school.
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2) Did your students get some
benefit from the speaker’s
presentation? Did some of them get
more excited about their writing?
Did they write some good thank you
notes?
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For the Star Advertiser agenda of
promotion…
-Pictures you took and sent to the
newspaper
-An article about the speaker in your
school newsletter
-An article in the school paper
-Something about it on the school
marque.
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Turn to page #8 in your Portfolios.
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BUILDING RELATIONSHIPS ACTION #1 CAPTION
Behind this page, place your piece of evidence:
Please answer the following “Caption” questions:
What are these documents? ___________________________________________ _____
____________________________________ __________________________________
______________________________________________________________________
______________________________________________________ ________________
Why is this evidence? ____________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________ ________________
What is this evidence of? _________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________ ________________
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PORTFOLIO Page 8
There is a mistake on this page.
The first question should read…
“What is this document?”
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You are to provide one single piece
of evidence for each of the 5 actions
to build relationships and the 5
actions to maintain relationships for
a total of 10 pieces of evidence.
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You are putting a single piece of
evidence related to your action for
building relationships behind pages
#8, 10, 12, 14 & 16.
You are putting a single piece of
evidence related to your action for
maintaining relationships behind
pages #18, 20, 22, 24 & 26.
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Place that evidence behind page #8
and answer the Caption questions on
page #7.
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For example…
Your piece of evidence is a picture of
a “Student Recognition” promotion
the ABC business in your
community is running.
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The caption would read as follows…
What is this document?
A picture of 5 students receiving an
award from ABC business in our
community.
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Why is this evidence?
This is evidence because it shows
how a business in the community
can impact student performance.
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What is this evidence of?
This is evidence of the partnership
that the school has with ABC to
promote student achievement and
the students who worked hard to
receive this award.
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Turn to page #27 in your Portfolios.
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REFLECTIONS
A. What did you learn about the various stakeholder groups related to their ability to
help in the educational of your students?
______________________________________________________________________
_________________________________________ _____________________________
______________________________________________________ ________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________ ________________
______________________________________________________________________
______________________________________________________ ________________
B. What challenges did you encounter in engaging each of the various stakeholders?
______________________________________________________________________
______________________________________________________________________
______________________________________________________ ________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________ ________________
___________________________________________ ___________________________
______________________________________________________ ________________
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PORTFOLIO Page 27
We want you to answer the 4
Reflection questions on pages #27
and #28.
Please be aware that page 27 was
printed twice, and that there is a
“real” pg 28. You need to go to Joe’s
website and download pg 28. He
also sent it to everyone on his e-mail
list.
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Again, please spend some time and
effort on answering these questions.
Not only for the PDE3 office, but for
your learning as well.
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We are very excited about our
summer schedule of classes.
They are now posted on the PDE3
website and you can register for
them online.
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Bringing Excitement to the
Classroom: Understanding What
Motivates and Engages Today's
Students
Course #: IS 179666
Dates: June 15, 16, 17, 2015
October 3, 2015
November 17, 2015
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Creating Responsible Learners:
Strategies for Teaching Students to
Take Control of Their Education
Course #: IS 179666
Dates: June 22, 23, 24, 2015
October 10, 2015
November 19, 2015
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The Portfolios are due June 18th.
We will be here at Jarrett in my
room, D-2 from 9:00 am to 3:00 for
you to drop them off.
Other options for turning in your
Portfolio include.
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Bringing it to the class we will be
teaching on June 15, 16, & 17 at the
Pearl City High School Cultural
Center.
You can turn it in there from 9:001:00 pm on any of those 3 days.
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If you are going to turn your
Portfolio in electronically, you can do
that at any time before June 18th.
Send it to:
loverdeportfolios@gmail.com
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If you are having trouble completing
the Portfolio, please contact Joe as
soon as possible.
Since all the credit for the class has
to be turned in at the same time, if
you are late in finishing your
Portfolio, you are holding up the
credit of everyone in the class.
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If you can’t complete it for any reason,
you won’t lose you money as you can
use the credit for any future class we
teach. All we require is you e-mailing
Joe and myself and letting us know that
you’ll be applying the tuition of this class
to a future class. The e-mail will provide
proof along with our data base of tuition
payments.
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I will stay as long as you need me
today to answer any questions you
might have.
Mahalo for your commitment to
professional development and
supporting our classes.
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