The American Production and Inventory Control Society (APICS) was founded in 1957 for the purpose of “building and validating knowledge in supply chain and operations management.” Today, APICS is an international organization with over 40,000 members that provides training and educational opportunities in the form of professional certifications, professional courses, workshops and resource materials for supply chain management professionals. One of the certifications offered by APICS is the CSCP, or Certified Supply Chain Professional. The certification is often required by employers for key personnel in charge of managing the production and distribution of their products.
A supply chain is a system of organizations, people, technologies, activities, information and resources involved in moving materials, products and services all the way through the manufacturing process, from the original supplier of materials supplier to the end customer. Supply chain management is the supply and demand management of these materials, products and services within and across companies. This includes the oversight of products as they move from supplier to manufacturer to wholesaler to retailer to consumer. Some companies use the term "logistics" interchangeably with "supply chain management," while others distinguish between the two terms. The distinction is that supply chain management does not just oversee the tracking of materials or products through shipment, but spans all movement and storage of raw materials, works-in-process, finished goods and inventory from the point of origin to the point of consumption. It involves the coordination of processes and activities with and across other business operations into a cohesive and high-performing business model.
The ultimate goal of a successful supply chain management strategy is to insure that products are available when they are needed, thereby reducing the need to store large amounts of inventory. Supply chain management strategies must incorporate the distribution network configuration. Distribution networks consist of the number and location of suppliers, production facilities, distribution centers, warehouses and customers. These must be integrated with all the information systems that process the transfer of goods and materials, including forecasting, inventory and transportation.
Supply chain management oversees three primary flows. Product flow involves the movement of goods and materials through the manufacturing process from suppliers through consumers. Information flow involves the transmitting of orders and the tracking of goods and products through delivery. Financial flow consists of payment schedules, credit terms, consignments and title ownership agreements.
APICS’s Basics of Supply Chain Management is an online course that is designed to prepare you for the BSCM exam. APICS also offers several course options on supply chain management in preparation for certification. What APICS calls "Foundational Courses" are not for individuals seeking certification, but rather for those who want to develop skills and knowledge on supply chain and operations management. "Certification Review Courses" are designed for those seeking CSCP designations. Workshops are offered for continuing education. Continuing education is a requirement of maintaining CSCP certification, which must be renewed every five years. APICS also publishes several manuals that provide an overview of the curriculum, test specifications, test-taking advice, key terminology and demo questions with their answers.
Professional learning communities (PLCs) can increase teacher morale and retention. This helps create a positive school culture focused on growth, which also has a beneficial impact on student achievement.
Daniel Guerrero, vice president of Learning Design at BetterLesson, and Stefani Morrow, Learning Designer for Instructional Leadership at BetterLesson, share tips for creating and fostering effective PLCs within any school or district.
PLCs are teams of educators who share ideas to enhance their teaching practice and help their students Boost as a result. These teams can operate inside a single school or across a district.
“I like to think of the professional learning community as a classroom for teachers, or it's a place where teachers go to learn,” Morrow says.
“PLCs are about really being able to build a community-driven response and approach to learning,” Guerrero says. “And with that comes a lot more empowerment, a lot more authenticity, that sometimes can be missing from professional learning.”
PLCs can foster the sense of connectivity and success that keeps teachers enthusiastic about their role, advocates say.
“When we think about students who drop out of school or that kind of thing, a lot of times, it's because they're struggling, and they don't have the support that they need, or they don't have the proper scaffolds, and I think the same is true for teachers,” Morrow says.
Engaging with peers while learning and improving their craft can help teachers gain confidence and enhance their enjoyment in teaching, she adds.
PLCs inherently meet teachers where they are, more so than traditional professional development, and can therefore more directly influence pedagogy. “If you're sitting in the auditorium [for professional development] the day before school starts, that's not the place that your practice is going to change,” Guerrero says. “Your practice is going to change when you just came from your class, and you're talking to your peers, and you're naming the same challenges, and you're hearing what they do to support it. And then maybe your coach or an instructional leader at the school says, 'Well, there's this research-backed strategy. Let's talk about that.'”
Morrow says PLCs can help educators ensure they’re making the most of these casual conversations and observations. “The PLC structure provides a cycle where those kinds of watercooler conversations around challenges can be addressed in a consistent way,” she says.
A successful PLC is aligned with larger school and district goals, and will incorporate data into practices and discussion. “You hear multiple voices being able to engage and you actually have a community of practice,” Guerrero says. “You don't just have one person who's sharing what they do and it isn't really a PLC, it's actually just a PD.”
To assess a PLC’s effectiveness, Guerrero would also want to know if the PLC was doing what he and Morrow call “bending the line,” which means circling back to keep discussing the same Topics and challenges rather than moving on to new ones without follow-up.
“You wouldn't know if it's successful if you only showed up once. You would have to show up a couple of times in a row,” he says. “Linear PLCs are just going to kind of keep going out into the stratosphere, but [we want to see them] bending that line and turning it into a cycle where we come back and we talk about those same Topics over and over."
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The Effective Professional Learning Communities project was a study of effective professional learning communities in schools and of how they are created and sustained. It is an exciting, new, collaborative venture between the Universities of Bristol and Bath and the Institute of Education, University of London, which is funded by the Department for Education and Skills (DfES), General Teaching Council for England (GTC) and the National College for School Leadership (NCSL)
Taking place from January 2002 to October 2004, it examined for the first time in this country:
While definitions of what constitutes a professional learning community vary, international research suggests that they are characterised by:
An effective professional learning community has the capacity to promote and sustain the learning of all professionals in the school community with the collective purpose of enhancing pupil learning.
During the course of the project we hope to generate models of different types and developmental stages of learning communities and to disseminate our findings to practitioners.
WASHINGTON, DC / ACCESSWIRE / October 13, 2022 / Educators can learn directly from leading edtech experts on Tuesday, November 8, at the inaugural Elevating Innovation virtual conference presented by Digital Promise and Verizon. This professional learning opportunity is free to all educators as part of Verizon Innovative Learning, Verizon's award-winning education initiative focused on addressing the barriers to digital inclusion.
In addition to keynote speakers Dr. Tony Wagner and Kenneth Shelton, featured presenters including Ditch That Textbook author Matt Miller, blended learning coach Dr. Catlin Tucker, and ClassTechTips.com founder Dr. Monica Burns will share strategies, activities, and research-based practices to best leverage educational technology in the classroom.
Interactive sessions will focus on Topics such as: learning with immersive technologies; innovative learning design and delivery; STEM and STEAM education; design thinking; student well-being; and more.
The Elevating Innovation virtual conference is suggested for K-12 district and campus leaders, instructional coaches, and classroom educators who want to explore ways to leverage technology meaningfully to engage students in powerful learning experiences.
Keynote and featured speakers include:
Dr. Monica Burns, ClassTechTips.com
Dr. Neil Gupta, educational leader
P. Sloan Joseph, instructional coach and equity advocate
Matt Miller, author of Ditch That Textbook
Kenneth Shelton, edtech and equity leader
Dr. Catlin Tucker, blended learning coach and best-selling author
Dr. Tony Wagner, best-selling author
The virtual event will take place on November 8 from 11 a.m.-4 p.m. and can be accessed virtually via Verizon Innovative Learning HQ, Verizon's free education portal, available at Verizon.com/Learning, that makes next-gen learning tools available to all K-12 educators nationwide. Free registration can be found on Eventbrite.
About Digital Promise
Digital Promise is a nonprofit organization that builds powerful networks and takes on grand challenges by working at the intersection of researchers, entrepreneurs, and educators. Our vision is that all people, at every stage of their lives, have access to learning experiences that help them acquire the knowledge and skills they need to thrive and continuously learn in an ever-changing world. For more information, visit the Digital Promise website and follow @digitalpromise for updates.
About Verizon Innovative Learning
Verizon Innovative Learning, Verizon's award-winning education initiative, is celebrating 10 years of addressing barriers to digital inclusion for students and teachers. Since 2012, the program has committed $1 billion in market value to support digital equity, reaching over 1.5 million students. Verizon Innovative Learning provides free technology, internet access and innovative learning programs to students in under-resourced communities - enabling students to develop the skills, knowledge and confidence needed to build an innovative workforce of the future. In 2021, Verizon launched Verizon Innovative Learning HQ, a next-gen online education portal that provides free access to immersive XR educational experiences to all educators, including K-12 teachers, nationwide. A key initiative under Citizen Verizon, the company's responsible business plan for economic, environmental and social advancement, Verizon Innovative Learning is helping to drive the company's commitment to provide 10 million youths with digital skills training by 2030. Learn more at CitizenVerizon.com.
View additional multimedia and more ESG storytelling from Verizon on 3blmedia.com.
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Students must pass both assignments to pass the course
Learning outcomes can change before the start of the semester you are studying the course in.
Assessment weightings can change up to the start of the semester the course is delivered in.
You may need to take more assessments depending on where, how, and when you choose to take this course.
We are pleased to announce our autumn-spring programme of professional learning short courses. We begin with our popular “How to Quickly Synthesise Research” course, and have a busy programme, culminating in a face-to-face course “The Application of Psychometrics for Assessing Health Outcomes”, taking place at the historic Halifax Hall in Sheffield in March 2023.
New courses include, “How to Understand Statistics in Research”, a must for anyone who wants to develop or refresh their statistical knowledge, and “Creating Digital Accessible Teaching Materials” essential for anyone who is involved in preparing and delivering digital teaching materials.
We are also running many of our established courses such as “Real World Evaluations” (online and face-to-face versions available), “Qualitative Research Methods” and “Systematic Reviews and Meta-analysis”.
See our full programme of short courses for 2022-23