200-045 teaching - Isilon Clustered Storage Professional Updated: 2023
Isilon Professional teaching
Other Isilon exams
200-045 Isilon Clustered Storage Professional200-046 Isilon Certified Integration Engineer for OneFS 6.0
200-045
Isilon Clustered Storage Professional
https://killexams.com/pass4sure/exam-detail/200-045
Answer: C
Question: 63
You are configuring a cluster of IQ 1920i nodes. What MTU settings are options when
configuring the Internal-A network? (Choose 1)
A. 1500 bytes, and 9000 bytes
B. 1512 bytes, and 9216 bytes
C. 9000 bytes, and 115,200 bytes
D. No MTU settings are available for internal networks using InfiniBand
Answer: D
Question: 64
Which of the following is NOT a valid external networking configuration? (Choose 1)
A. Node 1: External-1 is 10.10.100.1 with netmask 255.255.255.0, and External-2 is
10.10.101.1
with netmask 255.255.255.0.
B. Node 1: External-1 is 10.10.100.1 with netmask 255.255.255.0, and External-2 is
10.10.100.2
with netmask 255.255.255.0.
C. Node 1: External-1 is 10.10.100.1 with netmask 255.255.255.0, and External-2 is
172.16.10.1
with netmask 255.255.0.0.
D. Node 1: External-1 and External-2 are not configured.
Answer: B
Question: 65
Which of the following commands can be used to view the data protection policy of the
contents of the "/ifs/data" directory? (Choose 1)
A. "isi set /ifs/data"
B. "isi get /ifs/data"
23
C. "isi flexprotect /ifs/data"
D. "isi restripe /ifs/data"
Answer: B
Question: 66
Which of the following phases of the restriper runs automatically based on a schedule?
(Choose 1)
A. MediaScan
B. Collect
C. AutoBalance
D. FlexProtect
Answer: A
Question: 67
SnapshotIQ's integration with Microsoft Volume Shadow Copy Service (VSS) allows
Windows users to initiate their own snapshots from within Windows Explorer. (True/False)
A. True
B. False
Answer: B
Question: 68
Which of the following statements about OneFS read caching is true? (Choose 1)
A. Data is moved out of the read cache on a least recently used basis
B. Data is moved out of the read cache on a last-in first-out basis
C. Data is moved out of the read cache based on predictive algorithms that analyze file
system traffic patterns
D. Data is moved out of the read cache based on algorithms that analyze the average size of
requested files.
24
Answer: A
Question: 69
Which of the following commands can be used to view the status of the disk drives inside of
a node? (Choose 1)
A. "isi status"
B. "isi disks"
C. Enter "isi config", then "disk status"
D. "isi devices"
Answer: D
25
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Whether you're looking for career advancement courses to Improve your professional prospects or customized training for a team of corporate employees, Collat Professional Education is ready to partner with you to elevate your potential and achieve desired results.
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Graduate with Professional Certification
With full-time and part-time degree options, program graduates receive a Master of Arts degree in either elementary or secondary education with New York State professional certification.
Welcome to the Elementary & Secondary Education Professional Certification Program
The Curriculum and Teaching Professional Certification program develops educators who exert leadership in their school settings and with their colleagues. Our program operates on three main philosophical tenets: teaching as inquiry, teaching as curriculum making, and teaching for social justice. Students in our program graduate with a master of arts degree in either secondary or elementary education with New York State Professional Certification in grades 1-6 or 7-12 in English, Social Studies, Science, Technology, or Mathematics. With careful planning and advisement, the program can be completed in one year starting in the fall semester or the summer, or in 17 months if starting in January. The program may also be taken part-time. Initial Certification is a pre-requisite for admission.
Admissions Information
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COVID-19 Contingency Notice
If possible, the program will run as expected and described. However, given the COVID-19 pandemic, the program format may change. This may result in the program being virtual or a hybrid of virtual and on-campus. The program’s duration may also be impacted. We will provide updates as more information becomes available closer to the program start date. For additional details, please see below.
All teachers participating in a summer program or internship at Fred Hutch must be fully vaccinated* against COVID-19, and agree to follow all COVID-19 safety guidelines while on campus. Proof of vaccination will be required.
*Please note that only the primary series of a COVID-19 vaccine is required; booster vaccines are not required at this time.
At the Fred Hutch Science Education Partnership, we provide professional development for secondary school science teachers to help broaden their understanding of life science research, enrich their pedagogical practices and support their growth as teacher-leaders. In order to borrow kits and supplies, teachers must complete the Summer SEP professional development workshop. However, all secondary science teachers are welcome to attend our school-year workshops or access our curriculum resources. To get updates on our programs and teaching resources, sign up for our mailing list here.
Learn more about the Science Education Partnership (SEP) at Fred Hutch
Summer Session
Our year-round program includes a 3-week professional development program (the Summer Session) in which participants learn molecular biology skills with colleagues from all across Washington state, work alongside scientist-mentors in their laboratories, and develop a curriculum project to share their experiences with their students.
Teaching Lab
Work with colleagues, lead teachers, and SEP staff learning the key concepts and techniques used in research laboratories, and participate in discussions about integrating research and biotechnology into the classroom.
Research Lab
Join your mentor scientist in their lab to work on a project based on their research. Possible subjects of study include genetics, genomics, immunology, molecular biology and cancer biology.
Classroom Prep
Customize an SEP Kit activity to fit the particular pedagogical needs of your classroom with support from SEP staff and lead teachers.
2023 SEP Summer Application (Spokane Pilot Edition)
Middle or high school science teachers, if you are interested in learning molecular biology skills with other teachers, working alongside scientist-mentors in their laboratories, and developing a curriculum project to share your experiences with your students, apply to be part of SEP Cohort 2023! This year we will be hosting SEP Summer is a new format geared towards supporting teachers in Eastern Washington. Teachers that apply must be able to attend full day sessions in Spokane for one week. In week two, teachers will come to Fred Hutch to meet and work in their mentor’s research lab. Support for lodging in Seattle will be provided. In week three, teachers will have asynchronous time to work on their curriculum project and virtual workshops throughout the week.
The application for SEP Cohort 2023 is now open. Click the link below to apply. To view a preview of the application obtain this PDF. The PDF is the preview of the application and not the actual application. Please DO NOT fill out the preview and submit it in place of the online application.
Application due date extended! Applications now close March 31st, 11:59 pm PST. The Recommendation & Support Form is due by April 7th, 2023 11:59 pm PST.
2023 Program Dates
- Virtual Orientation Sat, June 17th, 2023 (times TBD)
- Summer Session (exact times TBD)
- Week 1: SEP Training in Spokane Mon - Fri, July 10-14, 2023 (location TBD)
- Week 2: Mentored Research at Fred Hutch in Seattle Mon-Fri, July 17-21, 2023
- Week 3: Virtual Training Sessions & Work Time Mon-Fri, July 24-28, 2023
- Fall Kickoff Day on Sat, September 16, 2023 (times TBD)
- Reflection Day on Sat, May 4, 2024 (times TBD)
Teacher Info Sessions
Please e-mail rwu@fredhutch.org to attend a virtual info session. Program Manager Regina Wu will be present to talk more about the program and answer any questions you may have. If none of these times work for you, e-mail the address listed to schedule a time that works better for you.
- Wed 3/29, 3:00-3:30pm PT
- Wed 4/12, 3:00-3:30pm PT
April 20, 2023: Notification of acceptance
May 12, 2023: Opening Day workshop virtual session
July 10-28, 2023: SEP Summer Session at Fred Hutch in Seattle (Mon-Fri 9am-4pm)
September 16, 2023: Fall Kickoff (times TBD)
May 4, 2024: Reflection Day (times TBD)
*All times are tentative and will be confirmed closer to the dates
During the program, participants are required to:
- Keep a laboratory notebook
- Prepare a curriculum project
- Participate in program evaluation
- Commit to attending ALL scheduled days
In addition, your district must commit one day of release time, or equivalent, as evidence of support for your application.
- Participants receive a $1,500 participation award for the professional development experience.
- Upon completion of all program requirements, participants may purchase five hours of graduate level credit or fifty clock hours through through the University of Washington Department of Genome Sciences.
- Ongoing access to SEP kits, resources, technical support and surplus lab supplies for WA teachers who have completed training (in person at the SEP summer session)
The SEP Hutch Access Award provides financial support for teachers who either:
- Come from racial and ethnic backgrounds historically underrepresented in the sciences
- Serve a large (>50%) student population from such backgrounds
- Face other significant barriers to access (for example, teachers who live in areas with limited access to scientific resources or who would otherwise not be able to attend our professional development session)
We provide a minimum of two scholarships in the amount of $3,000. If you would like to be considered, please fill out the Hutch Access Award supplemental application when you apply to the program.
Program perks:
- Participants receive a $1,000 stipend for the professional development experience.
- Upon completion of all program requirements, participants may earn five hours of graduate level credit (at low cost) through the University of Washington Department of Genome Sciences or 50 clock hours through WSTA.
- Ongoing access to SEP kits, resources, technical support and surplus lab supplies.
School Year Workshops
SEP offers workshops throughout the school year that are open to all teachers, participation in SEP Summer Session is not necessary.
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Last Modified, May 20, 2023
Formal Evaluation by the Site director:
Site directors serve as the main liaison between Drexel University and the school where the teacher candidate is placed. The site director is expected to visit the teacher candidate a minimum of six times during a term, and will observe teacher candidate a minimum of four times formally. Site directors will also conduct an introductory meeting as well as a final grade meeting. However, additional observations may be necessary, depending on the overall progress of a teacher candidate. Site directors will combine their observations with feedback from the mentor teacher to fully assess the teacher candidate.
Site directors will provide a written assessment after each observation using the Daily Observation Evaluation Form found in Appendix C. Site directors complete a formal PDE 430 Form at the midterm and at the end of the student teaching experience (Appendix E). The site director will consult with the mentor teacher and the seminar instructor to determine a grade for the teacher candidate, which will be given to the seminar instructor, who will assign the final course grade based on both the site director’s grade and work done in the seminar course.
Site directors use an evaluation form to assess teacher candidates during the placement. Click on the following link to obtain a copy of the PDE 430 document [PDF].
The teacher candidate is evaluated in 4 domains:
- Planning and Preparation
- Classroom Environment
- Instructional Delivery
- Professionalism
The teacher candidate is given feedback throughout the placement on these 4 domains, but is formally assessed twice by the Site director via the PDE 430 form. The score ranges from 1– 12, but the student must earn at least a 1 in each domain to pass. The first formal evaluation is formative and at the mid-term of the teacher candidate’s student teaching placement, giving the teacher candidate an opportunity to Improve in certain areas. The final evaluation is summative and is the final score (1 - 12) (see Appendix D). The scores for each evaluation are not added together, but viewed as separate scores and the Site Director also indicated the types of evidence used to evaluate each domain (i.e. lesson plans or student conference observations). Each domain includes performance indicators that reflect the candidate’s level of competence in that domain. Ex., the teacher candidate’s ability to plan lessons and curriculum units may be reflected by the teacher candidate’s content knowledge, knowledge of academic standards, knowledge of students, how to use this for instruction, and so on.
Students that score less than a total of 4 or who score a 0 in any of the four domains on the midterm evaluation will meet with the Site Director, Program Director, and a Field Placement Officer to discuss placing the student on academic probation and further to determine (a) if additional support is needed to help the student teacher reach proficiency; (b) if the placement must be discontinued; or (c) if the placement might be extended to allow more time for the student to demonstrate proficiency in each domain.
Students that score less than a total score of 8 on the final evaluation will meet with their Site director and the School of Education’s administration to determine if the candidate’s student teaching experience a) will be extended, with support, until the candidate gains and demonstrates sufficient mastery of course requirements to be successful in being assessed on a new final PDE 430 evaluation, OR b) must be repeated in a subsequent term through formal re-application and course.
Formal Evaluation by the Mentor Teacher:
The mentor teacher will be asked to provide the teacher candidates with ongoing constructive feedback throughout the 13-week student teaching experience in all areas including; planning and preparation, classroom environment, instructional delivery and professionalism. Mentor teachers are asked to identify a “standing meeting time” with the teacher candidate (most conducive to the mentor teacher’s schedule) to hold ongoing discussions regarding expectations, planning and general feedback on progress.
In addition, the mentor teacher is asked to complete both a midterm and final evaluation for the teacher candidate. The Mentor Teacher Evaluation Form should be completed during week 6 and week 13 of the placement. The form (please see Appendix D) requires the mentor teacher to evaluate the teacher candidate according to the four domains for novice teachers developed outline within Charlotte Danielson’s Framework for Teaching. These ten professional teaching standards have served as a set of guiding principles for the teacher candidates throughout their School of Education coursework at Drexel University. The mentor teacher is asked to review the document (both at midterm and final) with the student and then submit one copy to the site director. The site director will use the mentor teacher’s evaluation(s) as a significant component in determining the student’s overall grade.
The Professional Seminar
A critical component of the Student Teaching Practicum is the weekly professional seminar. EDUC 410: The Undergraduate Student Teaching Seminar and EDUC 540: The Graduate Student Teaching Seminar central purpose is to enrich and complement the field experience of the teacher candidate. Through guided discussions in seminar class, teacher candidates are able to grow as educators through critical self-reflection. In this setting, the teacher candidate is able to reflect upon one’s classroom experiences, connect to earlier acquired content and educational theory and set personal goals for improvement. Students are also able to collaborate with fellow teacher candidates, sharing ideas, advice and strategies. Attendance and participation at all seminar meetings are mandatory, and ultimately demonstrate the teacher candidate’s commitment to continued professional development. Seminar Instructors will collaborate with site directors in determining the teacher candidate’s overall grades for the experience.
Student Teaching Seminar Assignments:
Stuent Teaching Seminar Assignments include, but are not limited to the following:
- Classroom Management Plan
- Lesson Plans/Units of Study
- Journaling
- Philosophy of Education
- Reflective Papers
- Designing/Constructing an Interactive Bulletin Board
- Creating an Authentic Assessment and Assessment Tool (e.g. rubric)
- Video-taped lesson(s)
- Professional Teaching Portfolio
The Professional Teaching Portfolio:
The final assignment for the Student Teaching Seminar is to design a professional portfolio that illustrates the successes that occurred during the student/intern teaching field experience. The rubric detailing the organization criteria for this will be sent out prior to the start of the student teaching experience.
The Student Teaching Seminar: Emphasis on Best Practices:
The student teaching seminar portion of EDUC 410: Student Teaching & Seminar and EDUC 540: Graduate Student Teaching & Seminar courses are designed to meet Danielson’s Framework for Teachers is characterized by research-based best practice that includes:
- Active learning in a problem-solving environment;
- The integration of learning technologies as mind tools;
- The use of multiple intelligences and learning styles to reach all learners;
- Facilitation of student voice and ownership in the learning process;
- Development of critical and creative thinking in all subjects;
- Performance-based assessments; and
- Collaborative and cooperative learning that facilitates multiple perspectives.
The Student Teaching Seminar course help to develop and further enhance each teacher candidate’s teaching knowledge, skills and abilities through field placement, supervision and reflective practice. Each week, the students share their experiences through journal entries, participate in workshops and team meetings, learn about resources, reflect on what they are learning and present their case studies.
Linda Darling-Hammond of Stanford University examined the strategies used to develop and support high-quality teaching in three cities from different nations on three separate continents. The cities—Melbourne, Singapore, and Toronto—have developed a number of productive policies and practices that aim to create strong teaching and school leadership workforces in very different contexts.
What are some of the strengths of these systems?
Melbourne has established professional standards for teacher registration (known as certification or licensure in the United States) and accreditation of preparation programs, and has recently increased the incoming supply of teachers with a range of service scholarships and incentives for entry. The Victoria Department of Education and Early Childhood Development has launched a variety of partnerships with universities to transform preparation—in particular to create much stronger clinical preparation in collaboration with partnership schools. It has also invested in leadership development for teacher leaders and prospective principals, with a focus on whole school improvement.
The province of Ontario also instituted a comprehensive induction program for new teachers that includes professional development and appraisal, as well as an appraisal program for all teachers that focuses on development and growth based on the OCT standards. The Toronto District School Board has added other elements to the induction requirements to create a strong entry system for new teachers. Professional learning opportunities are both individual and collective, and are tied to research-based strategies for school improvement. These policies are intended to complement the strong initial preparation that all teachers receive, and they have served to reverse an exodus from the teaching profession.
Singapore augments its strong initial preparation and induction with a highly developed performance management system that spells out the knowledge, skills, and attitudes expected at each stage of a teacher’s career and, based on careful evaluation and intensive supports, provides a series of career tracks that teachers can pursue. This enables teachers to become mentor teachers, curriculum specialists, or principals, thereby developing talent in every component of the education system.
The systems in all three jurisdictions are continually being refined as needs in various areas emerge.
What can we learn from these systems?
Leaders in Melbourne/Victoria, Singapore, and Toronto/Ontario all believe that getting the right people into teaching and preparing them well is a critical piece in teacher development. All of these systems have worked to strengthen their capacity to recruit strong teachers.
Once selected, applicants for teaching in each jurisdiction go through preparation programs that are guided by professional teaching standards and that are increasingly tied to practice in the schools. Each of the three jurisdictions has recently adopted standards that describe the knowledge and skills that teachers programs are expected to impart and that candidates are expected to acquire.
When new teachers enter the profession, they experience significant induction supports. In Singapore, beginning teachers receive two years of coaching from expert senior teachers who are trained by the National Institute of Education (NIE) as mentors and are given released time to help beginners learn their craft. In Ontario, a recently enacted New Teacher Induction Program (NTIP) provides a range of supports, including orientation, mentoring, and professional development focused on key areas of need identified by new teachers, including classroom management, communication with parents, assessment and evaluation, and work with special-needs students. In Victoria, the Victoria Department of Education and Early Childhood Development and the Victoria Institute on Teaching collaborate to support early career mentoring.
In addition to providing strong initial preparation for teachers and creating working conditions that encourage retention, each of these jurisdictions provides opportunities and support for teachers to develop their knowledge and skills, to Improve their practice, and to grow as professionals.
One of the most significant aspects of the educator development systems in Melbourne/Victoria, Toronto/Ontario, and Singapore is their investment in leadership development and support. These systems recognize that high-quality leadership strengthens teaching by providing skillful guidance and creating a school vision that teachers share. There are career-ladder programs help to create a strong profession.
Authors
Eurivalda Santana – Universidade Estadual de Santa Cruz (UESC)
Irene Cazorla – UESC
Célia Barros Nunes – Universidade Estadual da Bahia (UNEB)
José Aires de Castro – Universidade Federal do Ceará (UFC)
Juscileide Braga de Castro – UFC
Dennys Leite Maia – Universidade Federal do Rio Grande do Norte (UFRN)
Rodrigo Lacerda de Carvalho – Universidade Federal do Cariri (UFCA)
Abstract
The goal of this project is to understand how a formative intervention informs elementary and middle school math teachers’ professional development (their knowledge and teaching of statistics) and how it affects their students’ knowledge about statistical concepts. We focus on statistical literacy because of its importance and urgency; statistical literacy is a way to use statistics as a tool for understanding the world and the Base Nacional Comum Curricular (BNCC) mandates the teaching of statistics from the elementary school years in Brazil starting in 2019-2020. Our formative intervention research study will be conducted in the context of university-school partnerships through professional learning communities (PLC) involving teachers and researchers from five public universities in three different states in Northeastern Brazil. We will analyze statistical content knowledge by means of two diagnostic instruments, one for teachers and another for students, and document teachers’ perceptions about their teaching practices, student learning, and equity issues. Additionally, data will be generated through the videotaping of professional learning community meetings and field journals documenting PLC meetings and teachers’ practices. Data analysis will engage quantitative and qualitative methods. In the PLC, teachers will design lessons based on the investigative cycle and implement them with students. After each implementation, teachers and researchers will collaboratively reflect on their practices and plan new lessons. We will be focusing on teachers' personal annotations about their practices and on students’ responses to their lessons. Quantitative data will include comparison of students’ performance via pre- and post-diagnostic instruments. Qualitative data analysis will involve the categorization of teachers’ statistical knowledge, teaching practice, and understanding of equitable student learning. The proposed research seeks to contribute to a model of professional development that at once attends to teacher and student learning.
Video: Port Irene e José Aires
The UW teaching secondary content certificate prepares you to qualify for a Wyoming teaching certificate and begin your career as a middle or high school teacher. (Your coursework can also be applied—12 credit hours—to a UW master’s degree in curriculum and instruction.)
In this three-semester program offered during consecutive summer, fall and spring terms, you will acquire a foundation in educational theory and teaching methods, while also gaining real-world teaching experience through practicums and student teaching. Even better, you will be learning in small classes from faculty that were former K-12 teachers, who know what it’s like to face a classroom for the first time. In this personalized learning environment, you will discover your own voice as a teacher while also learning the theories and best practices that will make you an inspiring educator.
Leverage your undergraduate degree in one of these content-area certifications:
These are just some of the classes you might take as a secondary education student at the University of Wyoming:
- Foundations of Education for a Diverse Society
- The Art and Science of Teaching
- Introduction to Special Education
- Methods II
- Advanced subjects in Pedagogy
- Seminar in Assessment
View the full graduate certificate in Teaching Secondary Content program curriculum.
The UW graduate certificate in teaching secondary content program provides the coursework and experience for grades 6-12 Wyoming state licensure. It also prepares you for a career in which you will make a profound difference in students’ lives.
Here are some of the careers in which UW secondary education graduates are making a contribution:
Secondary Education Careers
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UW School of Teacher Education graduates can hold titles such as:
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Technology is evolving rapidly, and technical professionals need to keep their skills up-to-date in order to help their organizations stay competitive. Additionally, many engineers need continuing education units (CEUs) and professional development hours (PDHs) to maintain their engineering licenses. With many engineers seeking training programs that offer these credits, IEEE can help you provide these benefits to your professionals through the IEEE Credentialing Program.
All applications for the IEEE Credentialing Program are accepted online. Access the online application.
External providers will need to follow the Credentialing Program Terms and Conditions in order to offer certificates to their customers.
For information about procedures and pricing, please contact eab-ceuadmin@ieee.org.
No matter where you are in your professional journey, you can gain the skills needed to stay ahead of the curve in today’s global workplace with Goodwin College of Professional Studies. Through the guidance of industry experts, you learn practical, in-demand skills that can be applied immediately. Explore diverse non-credit education in fields ranging from coding and data visualization to project management and Lean Six Sigma. We offer courses individually and in bundles that offer learning pathways based on where you are in your career, skill gaps and professional interests.
What sets your professional education apart at Goodwin is the Drexel difference. Known for innovative, relevant and experiential learning, you gain the industry insider advantage. Whether you are looking to take a self-paced course, earn a certificate, prepare for a professional exam, immerse yourself in one- or two-day seminars or bring our training to your organization, Goodwin can create a learning pathway to fit your needs, around your schedule.
Read about Drexel's Covid-19 Response
Explore in-person training as well as self-paced online courses in a variety of in-demand subjects.
Learning pathways and course bundles designed to meet you where you are in your career.
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