№ files_lp_4_process_3_088605
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Step-by-step guide detailing the process, requirements, courses, and deadlines for completing the Secondary Teacher Education Program, including student teaching and licensing procedures.
Year:
2026
Institution:
Utah State University
Program:
Secondary Teacher Education Program (STEP)
Type of document:
Checklist / Program Guide
Audience:
Prospective secondary education teachers
Admission deadlines:
Fall admission for Spring classes - October 1, Spring admission for Fall classes - March 1
Program requirements:
Good academic standing (2.0 GPA), USBE background check, completion of core courses, foreign language proficiency for relevant majors/minors
Courses included:
SCED 3210, ITLS 2500, SCED 3300, SCED 4300, SCED 5100, SCED 5200, SCED 5210, SPED 4000, content methods courses
Student teaching deadlines:
Fall - March 1, Spring - October 1
Advising contacts:
Major advisor, minor advisor, TEAL advisor, statewide campus contact [email protected]
Clinical experience:
Required for certain courses with 30 hours per semester in classrooms
Application portal:
eGrad and Banner
Price: 8 / 10 USD
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The file will be delivered to the email address provided at checkout within 12 hours.
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2023
Region / City:
USA
Topic:
Writing guidelines, Document formatting
Document type:
Guide
Author:
Andrea Snarr
Target Audience:
Writers preparing documents for HTML publishing
Date of approval:
Not specified
Date of changes:
Not specified
Year:
2017
Region / City:
Logan, Utah
Subject:
Employee safety, injury reporting, and medical procedure
Document Type:
Procedure
Organization:
USU Facilities
Author:
USU Facilities Safety Manager
Target Audience:
All Facilities Employees
Period of Validity:
Indefinite
Approval Date:
8/29/2017
Modification Date:
N/A
Year:
2025-2026
Region / City:
Utah
Theme:
Student Organizations, Clubs, and Leadership
Document Type:
Student Handbook
Organization:
Utah State University College of Veterinary Medicine (USU CVM)
Author:
USU CVM
Target Audience:
USU CVM Students
Period of Validity:
Academic Year 2025-2026
Date of Approval:
Not specified
Date of Changes:
Not specified
Institution:
Utah State University
Program:
General Education and University Studies in Communication
Curriculum Structure:
Communications Literacy 1 (CL1), Communications Literacy 2 (CL2), Communications Intensive (CI)
Course Level:
Lower-division (CL), Upper-division (CI)
Focus Areas:
Written communication, Oral communication, Information literacy, Disciplinary conventions
Document Type:
Curriculum framework and assessment rubric
Evaluation Method:
Rubric-based proficiency milestones (CI, CL2, CL1)
Proposal Requirements:
Memo with syllabus reference explaining alignment with stated criteria and outcomes
Instructional Guidance:
Integration of Generative AI as a teaching tool with limitations
Audience:
Faculty proposing or teaching CI/CL courses
Academic Context:
Undergraduate general education sequence
Year:
2025
Region / City:
Liberty Township, Delaware County, Ohio
Subject:
Zoning regulations
Document Type:
Zoning Resolution
Authority:
Liberty Township Government
Author:
Liberty Township Trustees
Target Audience:
Residents of Liberty Township, Developers, Property Owners
Period of Effect:
From 2025 onward
Approval Date:
XXXXXX, 2025
Date of Amendments:
N/A
Note:
Year
Contextual Description:
A regulatory document providing guidelines for submitting a Notice of Intent for noncontact cooling water discharges under the NPDES General Permit.
Note:
Year
Year:
2026
Region / city:
South Africa
Theme:
Academic funding
Document type:
Application form
Organization / institution:
University of KwaZulu-Natal (UKZN)
Author:
University of KwaZulu-Natal
Target audience:
Academic staff of UKZN
Period of validity:
2025-2026
Approval date:
Not specified
Date of changes:
Not specified
Contextual description:
Application form for academics at UKZN to apply for funding under the University Capacity Development Programme (UCDP) to complete a first Masters or PhD degree.
Year:
2025
Region / City:
South Africa
Theme:
Higher Education, Academic Funding, Research Support
Document Type:
Application Form
Institution:
University of KwaZulu-Natal (UKZN)
Author:
University of KwaZulu-Natal
Target Audience:
Academics, Faculty Members at UKZN
Funding Period:
2025-2025
Approval Date:
N/A
Deadline for Submission:
14 July 2025
) and join the S1NET. For guides with in depth examinations of performance measure definitions, go to:
https://www.milsuite.mil/book/docs/DOC-129783
Table of Contents (Hyperlinks to Sections):
Developing ‘Significant Duties and Responsibilities’ OER Narratives: Notes, Rules, and Instructions OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: Negative Comment Rules Referred OERs Narrative Comment Examples Block a. APFT and HT/WT Block b. Overall Performance Block c. Character (to include SHARP comments) Block d. Presence Block e. Intellect Block f. Leads Block g. Develops Block h. Achieves Senior Rater Potential Senior Rater Narrative Examples Senior Rater Narrative Comment Examples (for potential, promotion, school, etc.) Successive Assignments Other SR Comments (explanations of anything unusual about OER) Effective Words for Evaluations JUNIOR OFFICER PLATE (DA FORM 67-10-1) NOTE: 2LTs who have NOT completed BOLC, will not receive an OER until they complete BOLC (AC and ARNG; USAR officers can receive an OER before completing BOLC). The FROM date will be their commissioning date. All time until their BOLC graduation will be NONRATED on their first OER. OER PROFILING: OERs: Rater and Senior Rater Profiles are CONSTRAINED, meaning Officers are only allowed to grant 49% of each rank they rate with either an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). HOWEVER, if you have an immature profile, and have only just begun rating/senior rating Officers of a certain rank, you are allowed a ONE TIME option of giving one of the first two evaluations you make at a particular grade, an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). OER (OER SUPPORT FORM) PART III: Developing ‘Significant Duties and Responsibilities’ (blocks a., b., and c.): Refer to DA PAM 611-21 (https://www.milsuite.mil/book/groups/smartbookdapam611-21
) and DA PAM 600-3 (Commissioned Officer Professional Development and Career Management), to assist in the development of PART III, block d. As a minimum, the duty description will include pr:
- Number of personnel supervised, - Amount of resources under the rated officer’s control, - Scope of responsibilities. 3) Descriptions must be clear and concise with emphasis on specific functions required. 4) Note conditions unique to the assignment; e.g. RA officers assigned to FT support duties with RC units or USAR officers assigned to RA units OER NARRATIVES: Notes, Rules, and Instructions Rater and Senior Rater Narratives: - Requires candor and courage; frank and accurate assessment. - Quantify officer’s value relative to peers and do so in concert with rater/senior rater box check. - Are short; tell a simple story about the quality of officer being evaluated. - Are interesting and compelling. - Are looked at by selection board members when they are looking for in-depth information about a rated officer’s performance and potential. - Numbers; 1-10, write them out (e.g. one, two, ten). 11 or higher, write the number; e.g. 11, 15, 105. Exception, when a 1-10 is WITH an 11 or higher; e.g. “5 tool kits with 20 tools each.” - Fashion the narrative to the officer; double check use of “he/his” vs. “she/hers.” - Awards: Awards and/or special recognition received during the rating period may be cited in evaluation comments (for example, “received the Humanitarian Service Medal” or “named the Instructor of the Year”). - Raters and SR CAN use the officer’s name in the narrative; e.g. “1LT Joe was ….” Rater and Rater Narratives: - Focus on PERFORMANCE; explaining what the rated officer did and how well he/she did it. - Focus on specifics to quantify and qualify performance. - Raters should advocate the rated officer to the SR. - When there is no SR (due to lack of qualifications), rater’s narrative provides the input on both performance and potential. Senior Rater (SR) and SR Narrative (see SR Rater Narrative section for examples): - Focus on POTENTIAL, 3-5 years out (promotions, command, school, & assignments). - Can amplify box checks by using the narrative to clearly send the appropriate message to selection boards. - CANNOT mention Box Check. - Additional information for when SR is also Rater can be found in DA PAM 623-3, pg. 26, “DA Form 67–10–1, part VI: block c—Senior Rater Narrative.” OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: - School/Course Comments: Bullets about how a Soldier did in a school or course are ONLY allowed if that school did not produce an AER/DA Form 1059. - Narratives are not a laundry list of superlatives – more is not necessarily better. - Brief, unqualified superlatives or phrases, particularly if they may be considered trite. - Excessive use of technical acronyms, or phrases not commonly recognized. - Techniques aimed at making specific words, phrases, or sentences stand out from the rest of the narrative; e.g. excessive use of capital letters; unnecessary quotation marks; repeated use of exclamation points; wide spacing between selected words, phrases, or sentences to include double spacing within a paragraph or between paragraphs. - Inappropriate references to box checks; e.g “Would be TOP BLOCK if profile allowed” or “absolutely far exceeded the standard”. - Trying to quantify (e.g. “top 2% of my captains”) with a small population. - Stay in your lane/level; avoid comments like “Best 1LT in the Army” unless you’re the Army CoS. - Stating “the best ever”; having 10 in the population, 50 in the profile. - Using overused phrases and clichés that are counterproductive or overused; e.g. stellar, historic, “delivered a dazzling performance,” “hit the ground running,” consummate professional, and unlimited potential. - Using specific selection board-type language. Examples of this include, “definitely a 6+ Soldier”. - Don’t exaggerate; “If I could prove it, CPT X is an LTC disguised as a CPT.” - Be mindful of what IS NOT said; it can have the same impact as what is said; e.g. NOT having numbers, or quantifiable points. - Don’t say the sa
Note:
en
Topic:
Officer Evaluation, Narrative Guidelines
Document Type:
Guide
Target Audience:
Raters, Senior Raters
Year:
2023
Region / City:
Australia
Topic:
Biogenic carbon cycle, grazing livestock, methane flux, soil carbon
Document Type:
Tender Specification
Organization / Institution:
Meat & Livestock Australia (MLA)
Author:
Not specified
Target Audience:
Organizations or partnerships conducting research
Period of validity:
Not specified
Approval date:
Not specified
Date of changes:
Not specified
Note:
Year
Topic:
Complete Streets, Transportation Planning
Document Type:
Decision Document
Organization / Institution:
California Department of Transportation (Caltrans)
Target Audience:
Transportation Planners, Project Engineers, District Coordinators
Year:
2024
Region / City:
Worldwide
Topic:
Accessibility, Screen Reader
Document Type:
User Guide
Organization / Institution:
Microsoft
Author:
Microsoft
Target Audience:
Users with visual impairments
Period of Validity:
Ongoing
Approval Date:
February 2024
Modification Date:
February 2024
Note:
Year
Subject:
Organic certification and handling procedures
Document Type:
Organic certification questionnaire
Organization:
ACO (Australian Certified Organic)
Author:
ACO
Target Audience:
Organic operators
Effective Period:
Not specified
Approval Date:
Not specified
Amendment Date:
Not specified
Note:
Date
Topic:
Recruitment
Document Type:
Template
Target Audience:
Researchers, Study Participants
Year:
2023
Region / city:
Not specified
Theme:
Cryptocurrency, MLM
Document type:
Software description
Organization / institution:
Not specified
Author:
Not specified
Target audience:
Users interested in cryptocurrency and MLM
Period of validity:
Not specified
Approval date:
Not specified
Modification date:
Not specified
Year:
2021
Region / City:
Victoria, Australia
Subject:
Early Childhood Education, Census Procedure
Document Type:
Guide
Organization / Institution:
Department of Education and Training, State of Victoria
Author:
State of Victoria
Target Audience:
Kindergarten administrators and staff
Effective Period:
August 2021
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2026
Region / city:
UK
Subject:
Electric Vehicle Charge Points, Heat Pumps, and connection procedures
Document Type:
Application form
Organization / institution:
Distribution Network Operators (DNOs)
Author:
Not specified
Target audience:
Individuals or entities installing electric vehicle charge points (EVCP) or heat pumps (HP)
Effective Period:
Ongoing
Approval Date:
Not specified
Modification Date:
Not specified
Note:
Year
Region / City:
Ohio
Theme:
Driver License, ID Card, BMV Forms
Document Type:
Application Form
Organization / Institution:
Ohio Department of Public Safety, Bureau of Motor Vehicles
Author:
Ohio Department of Public Safety, Bureau of Motor Vehicles
Target Audience:
Ohio residents applying for driver licenses or ID cards
Period of Validity:
N/A
Approval Date:
N/A
Amendment Date:
N/A
Note:
Year
Theme:
Compliance Monitoring
Document Type:
Compliance Review Tool
Organization:
Missouri Department of Elementary and Secondary Education (DESE)
Author:
Missouri Department of Elementary and Secondary Education
Target Audience:
School Districts, Program Supervisors
Period of Validity:
Program Year(s) Monitored