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Where an appointment has been indicated in the portal as missing valid RtW information, Exam Board Administrators EBAs must carry out a physical RtW check in advance of any examining work being carried out by the appointee. In exceptional cases, such as External Examiners who are remote to Oxford, RtW checks may be carried out upon first arrival in Oxford, which must be prior to attendance at final exam board meetings. Departments are only required to carry out RtW checks on casual Examiners and Assessors who are appointed to Undergraduate Exam Boards. All RtW information for Examiners and Assessors must be recorded in the University's central CoreHR system to be considered valid. Examiners and Assessors must not carry out any examining work until their appointments have been confirmed in the EAP Portal. This means their appointments have received all of the necessary academic approvals, including from the Proctors if required, and there is valid RtW information against their appointments in CoreHR. After carrying out physical RtW checks, EBAs must liaise with either CoreHR users in their departments or HRIS Support Centre depending on local arrangements to ensure that the RtW information is accurately recorded against the existing appointment records in CoreHR. A physical copy of the RtW must also be retained. Appointments of new Examiners or Assessors who do not already exist in EAP will require a new casual appointment record being created in CoreHR. Once the record is created in CoreHR with valid RtW information, the temporary record in EAP will automatically be replaced with the new record created in CoreHR, the RtW status will be updated and the appointment will be confirmed in the EAP Portal. As with all new casual appointments, once the record has been created, CoreHR users in departments must also send the Equality and Diversity form to the new casual appointment holder to complete, and return to HRIS Data Services at .


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They can show evidence of good listening skills, probe for clarity and understanding, ask thoughtful questions, and share metacognitive thinking. Through experience and continuous modeling, the class begins to learn how to use the Habits of Mind in reflective conversations, which strengthens the transfer to the internal voice of reflection. Many teachers document reflective conversations as a way of assessing progress with the Habits of Mind. For example, as mentioned in Chapter 11, some teachers create a notebook tabbed with each student's name. They also keep sticky labels close at hand. When a student makes a significant comment that shows evidence of using a Habit of Mind, the teacher jots down the key words from the comment on a label and sticks the label on the tabbed page for that student. This record provides a rich source of information for a conference or a student report. You might also consider reading student journals and noting how student reflections are developing. Keep a record for each student with notes about whether the student has moved from superficial to in depth reflections. Indicators of in depth reflections include making specific reference to the learning event, providing examples and elaboration, making connections to other learning, and discussing modifications based on insights from this experience. Developing the Habits of Mind related to continuous growth and improvement requires the capacity to be self reflective.



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