...Although there are many professional dispositions an effective literacy coach should exhibit, I feel one of the most important is the understanding that both students and teachers come with a variety of strengths and needs. An effective literacy coach knows how to build on the strengths and teach to the needs. Providing teacher support, developing content knowledge in literacy, demonstrating understanding of effective instructional practices and promoting a positive professional learning community are all professional dispositions that an effective literacy coach should demonstrate skill in. Skilled literacy coaches value relationships and work hard to build trust with the teachers they support. When a respectful partnership is created between...
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...Running head: INSTRUCTIONAL PRACTICES FOR STANDARD-BASED CURRICULUM Instructional Practices for Standard-Based Curriculum EDA 561 Grand Canyon University September 11, 2013 The Department of Education has implemented a rigorous set of core standards to improve the public school system. Since then teachers and administrators have been planning strategically to improve the efforts of their organization. In order to meet the needs of each individual learner, stakeholders have had to improve on their practices and rely heavily on data. Teachers are being asked to get creative with their teaching practices in order to appeal to each student. There are many instructional practices that are intended for students to engage in high level learning while incorporating a standard-based curriculum. Effective instructional strategies are the solution to obtaining high achievement in students (MacGregor, R., 2007). Effective administrators know that in order for their school to succeed they must convince their teachers’ to incorporate rigorous instructional approaches. One proven effective method is teacher reflection. Research has shown that the reflecting on lessons taught improves teaching (MacGregor, R., 2007). If teachers stop after every lesson and reflect on the effects of their lesson, whether it was engaging, interesting, purposeful they can get to know they students needs. Teachers should assess their own practices when students do not perform as expected....
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...professionalism and the success of state standards. Implementing a collegial coaching program in a school setting is beneficial when attempting to improve the school’s AYP, student mastery, and teacher effectiveness. The school and staff must have a shared vision and purpose so that the coach can develop a plan of action, workshop of strategies, and effective resources. Many factors mandate coaching; changes in curriculum, dynamics of the school culture, and approaches to teaching. Regardless of the geographic location of the school, the challenges are the same, however the approach may be different. Coaching is effective across the globe. The scope, sequence, pacing guides, and policies are often orchestrated by the teacher to establish or maintain their professional beliefs and objectives. Globally, the expectations of teachers are the same. Transforming the world begins with great teaching. Coaching is a significant global professional development strategy. The search for proficient, competent, and experience instructional coaching professional became prevalent when the federal government mandated that all school districts develop and implement a school improvement plan such as instructional coaching that provided consistent training, restructuring, and development so that no child was left behind. As a result of the increase need for improvement, the collegial coaching phenomenon has increased its global interest....
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...Final Plan for Collaboration Cassie Corona Capella University Introduction All schools have a vision or mission statement and this is what they strive to follow as far as what their goal is. My school is no different. To have a vision and action plan of collaboration is important. Having strong community-parent ties can ensure that students are learning and are successful. “When a school begins to function as a professional learning community, teachers become aware of the incongruity between their commitment to ensure learning for all students and their lack of a coordinated strategy to respond when some students do not learn.” (DuFour, 2004) Identifying the Problem Desert View Elementary has a primarily white population of 67%. However, we also have one of the largest Hispanic populations in the district with 29%. Desert View is 56% male and 44% female. About half of the student population comes from low-income families. We serve 53% of the student’s free or reduced meals. There are 14% of students that attend Desert View that are on an IEP and 15% that are ELL. For years now Desert View has been a school within our district that is a choice school. There is a current achievement gap among Desert View and the rest of the school district. The decision of making this school a choice school was made because of the consistently low PAWS test scores. PAWS is our standardized test that students are required to take...
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...The job of an Instructional Coach is much more difficult than I previously thought. During this assignment, I participated in a coaching session with a coworker, Mr. Smith. Just entering his classroom for the Pre-Conference and the Observation was a nerve wracking experience. It made me feel as though I were severely overstepping my boundaries. For the past three years I have worked closely with this teacher. We teach the same subject and attend collaborative planning meeting together twice a week. When I asked him to participate in this assignment I could tell that he was not as open to it as I would have liked. I’m sure that the thought of me observing him teach did not sit very well with him, but with our schedules, I had to pick a coworker with a different planning time that I have, so I asked him. The follow essay is a reflection on this week’s assignment: Recommending Improvements. I began the assignment with the development of an evaluation form. I searched the internet until I found one that fit our county’s adopted instructional model, the Workshop Model. I revised the form to just include the components I needed and printed it out. I scheduled a meeting with Mr. Smith at the beginning of the week. I wanted to go over some things with him to let him know that this was something I was doing for my Master’s Program. I made sure he understood that it was not school related and would not be shared with anyone except for my instructor at Grand Canyon University. To ensure...
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...Constructivism: A Holistic Approach to Teaching and Learning Janet Giesen Faculty Development and Instructional Design Center Northern Illinois University Introductions • Your name • Your department or unit • Your experiences or knowledge of constructivism • Why have you joined us today? Overview • Learning cycle • Constructivism – Learning theory – Process – Instructional strategy • Classroom applications • Instructor and student roles Learning Cycle or “5 E’s” Engage Extend Evaluate Explain Explore How would you define constructivism? A definition of constructivism Fundamentally, constructivism says that people construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. Source: Thirteen Ed Online (2004) Constructivism is a learning theory • Learning is an active process • Knowledge is constructed from (and shaped by) experience • Learning is a personal interpretation of the world Sources: Christie (2005); Kruse (n.d.) Constructivism is a learning theory • Emphasizes problem solving and understanding • Uses authentic tasks, experiences, settings, assessments • Content presented holistically – not in separate smaller parts Sources: Christie (2005); Constructivism is a process – the instructor • Adapt curriculum to address students’ suppositions • Help negotiate goals and objectives with learners • Pose problems of emerging relevance to students • Emphasize hands‐on, real‐world experiences...
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...Narrative/Descriptive Essay D Romero Grand Canyon University: TCH 518 October 2, 2013 Every teacher can learn new ideas and strategies and improve upon their current practices with a little coaching. Here, I will express to the coach my problem focus, the sequence and purpose of the lessons and address possible problems that may arise during the observational phase. While I am confident in my teaching abilities within my content area; physical education and health, I am struggling to find appropriate instructional strategies for teaching a content out of my comfort zone, technology. It is determined during the initial meeting with the coach that my specific problem focus is how to create lessons in my technology classes that provide students opportunity to learn and master a variety of computer applications. In addition, to developing quality lessons, the need for smooth transitions from one computer application to the next will be addressed. Together, the coach and I agree that the best way to approach this challenge would be to develop lessons that provide student discovery “hands-on” learning. Discovery learning is used to aid students in understanding abstract concepts and improves achievement. The discovery learning approach creates a learning rich environment for all learners; providing each student an engaging opportunity to succeed. Utilizing this method will not only help students grasp and retain the computer applications more effectively, but will...
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...MTE 501 Entire Course For more classes visit www.snaptutorial.com MTE 501 Entire Course MTE 501 Week 1 Individual Assignment Evolution of Education Timeline MTE 501 Week 2 Individual Assignment Educational Issues MTE 501 Week 2 Team Assignment Educational Learning Opportunities MTE 501 Week 3 Individual Assignment Philosophical and Educational Perspectives MTE 501 Week 3 Team Assignment Educator Philosophy Interview MTE 501 Week 4 Individual Assignment Classroom Observation MTE 501 Week 4 Individual Assignment Ethical Decisions Presentation MTE 501 Week 4 Individual Assignment Professional Expectations Brochure MTE 501 Week 4 Team Assignment Ethical Decisions Presentation ----------------------------------------------- MTE 501 Week 1 Individual Assignment Evolution of Education Timeline For more classes visit www.snaptutorial.com Watch all eight sections of "The History of Education" video. Reflect on how education has evolved in your own lifetime. Create a timeline or use a timeline maker, such as the one from the ReadWriteThink® website, to display how educational policies and practices have evolved throughout your lifetime. Include a minimum of eight entries. At least two of those entries must describe important government mandates that have made major contributions to the field of education. • All entries on your timeline must be supported by an explanation and citation. Develop a list of references used to create the timeline. Format your...
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...Assessing and Planning Skills: Direct Assistance to Teachers The dynamic responsibilities of a supervisor demand a diverse skill set in order to effectively envision, communicate, plan, achieve, and reflect on the progress, or lack of, toward the school’s vision or mission statement. A pivotal component of this progression is a supervisor’s ability to effectively empower teachers and staff in their professional development by effectively evaluating the needs, styles, and preferences of the staff. With this in mind, this essay will compare and contrasts two strategies utilized to support teachers in their growth toward professional goals; clinical supervision and peer coaching. Further, this essay will identify the strengths and weaknesses of each model and how they use assessing and planning skills. Each model uniquely contributes to the supervisory process using diverse methods, developed in the educational community over the past six decades. The initial model of clinical supervision was outlined by Robert Goldhammer in 1969, included five steps the pre-observation, conference, observation, analysis and strategy, supervision conference, post-conference. In 1973, Morris Cogan elaborated on Goldhammer's work and described a clinical model of supervision consisting of eight steps, establishing the teacher-supervision relationship, planning with teacher, planning the strategy of observation, observing instruction, analyzing the teaching learning process, planning the strategy...
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...occasion when direction was necessary. In my opinion, you seem to get a much better outcome when stakeholders are given time to reflect and come up with their own solutions or ways to accomplish a certain task, which empowers the individual, and brings about everlasting change. Two examples of how the administrator’s leadership style and philosophy have impacted the administrative or leadership practices include: 1. The School Leadership Team (STT) has a huge responsibility to lead, including instructional coaching duties, and mentoring the new teachers. Parameters were set in place by the principal, offering a clear vision, including clearly-defined values and teachers are becoming empowered through leadership opportunities, which have been devoid in the past. Therefore, I think the leadership style is effective, because the administrator is willing to share the leadership, and I have witnessed firsthand the impact an instructional coach is having on the school, and the individual growth of that coach is becoming immeasurable. 2. The site administrators current practice is to have her “office” on the go. At the practicum site, there is a spot in the school, which is centrally located at four corners of the building, and this is where the principal can be found during the day, most of the time. She is set up with a cart, her laptop, cell phone and a daily planner, and likes to be out in the building, rubbing shoulders with teachers, staff and scholars. I believe the leadership style is...
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...Ronald E. Anderson University of Minnesota Henry Jay Becker University of California, Irvine This paper was published in the Journal of Research on Computing in Education. The citation for it is: Dexter, S., Anderson, R. E., & Becker, H. J. (1999). Teachers’ views of computers as catalysts for changes in their teaching practice. Journal of Research on Computing in Education, 31 (3), 221239. Abstract: In this study we examined the use of computers by teachers in their instructional practices and their perception of the impact of computers on changes they have made to their classroom practice. These data draw from 47 teachers from 20 K-12 schools across 3 states who each completed a questionnaire, participated in 3 semi-structured interviews, and allowed 3 observations of their classroom. The teachers who had adopted more progressive teaching practices over time felt computers helped them change but they did not acknowledge computers as the catalyst for change. Instead, they cited catalysts that included: reflection upon experience, classes taken, and the context or culture of the school. We conclude that in order for teachers to implement the use of educational technology in a constructivist manner, they must have opportunities to construct pedagogical knowledge in a supportive climate. Research funded by the program of Research on Education Policy and Practice at the National Science Foundation and the Office of Educational Research and Improvement, U.S. Department of Education...
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...executed to encourage excellence in the professional planning of upcoming school administrators. These standards were put forth to make school leaders responsible for individual pupil accomplishment. Educational administration is an area within the study of education that explores the administrative philosophy and practice of education overall and educational organizations and educators specifically. The field preferably distinguishes itself from administration and management through its devotion to guiding theories of educational viewpoint (Wikipedia, 2012). The ISLLC standards are very vital to the growth of the school leader. An efficient leader is one who knows what to accomplish and how to achieve it. The school leader has to coach the teachers, students, and the community for the ideas that the education community has in store. With all the essential testing that is taking place within the education system; the school leader has to be equipped for the inconceivable. They have to be well-informed and adaptable for the unimaginable. The standards help to strengthen the wisdom and consciousness of the school leader. They guarantee that the leader will be a strong resource to the school. The unwrapping process helped me to enhance my perception of the importance of the standards. The purposes of each standard are very vital to educating forthcoming administrators. As I was unwrapping the standards in ISLLC...
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...Learner Types: * Type 1 (concrete, reflective). A characteristic question of this learning type is "Why?" Type 1 learners respond well to explanations of how course material relates to their experience, their interests, and their future careers. To be effective with Type 1 students, the instructor should function as a motivator(Faria). * Type 2 (abstract, reflective). A characteristic question of this learning type is "What?" Type 2 learners respond to information presented in an organized, logical fashion and benefit if they have time for reflection. To be effective, the instructor should function as an expert(Faria). * Type 3 (abstract, active). A characteristic question of this learning type is "How?" Type 3 learners respond to having opportunities to work actively on well-defined tasks and to learn by trial-and-error in an environment that allows them to fail safely. To be effective, the instructor should function as a coach, providing guided practice and feedback(Faria) * Type 4 (concrete, active). A characteristic question of this learning type is "What if?" Type 4 learners like applying course material in new situations to solve real problems. To be effective, the instructor should stay out...
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...Review of Research School Leadership Study Developing Successful Principals Stephen Davis Linda Darling-Hammond Michelle LaPointe Debra Meyerson Stanford Educational Leadership Institute Commissioned by The Wallace Foundation SELI Stanford University School of Education 520 Galvez Mall Stanford, CA 94305-3084 Phone: 650.724.7384 Fax: 650.723.9931 Email: principalstudy@stanford.edu http://seli.stanford.edu This report was commissioned by The Wallace Foundation and produced by the Stanford Educational Leadership Institute in conjunction with The Finance Project. © 2005 Stanford Educational Leadership Institute (SELI). All rights reserved. Principals play a vital role in setting the direction for successful schools, but existing knowledge on the best ways to prepare and develop highly qualified candidates is sparse. What are the essential elements of good leadership? How are successful leadership development programs designed? What program structures provide the best learning environments? What governing and financial policies are needed to sustain good programming? “School Leadership Study: Developing Successful Principals” is a major research effort that seeks to answer these questions. Commissioned by The Wallace Foundation and undertaken by the Stanford Educational Leadership Institute in conjunction with The Finance Project, the study will examine eight highly developed pre- and inservice program models that address key issues in developing strong...
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...Leadership development plan and reflective learning Be able to use action learning for leadership development Responsibilities of an individual within an action learning set are explained How group dynamics in action learning can enhance leadership development is explained Action learning as a leadership development technique and its role in own leadership development is evaluated Be able to plan and undertake activities to develop own leadership performance Appropriate activities and sources of help and support to develop own leadership capacity are identified and selected Activities to develop own leadership capacity are planned Planned activities to improve own leadership performance are undertaken and judgments made about their effectiveness Be able to use action learning for leadership development Responsibilities of an individual within an action learning set are explained Committing regular time Learning to listen Learning to ask helpful questions Not giving advice Giving individual airtime Following the Action Learning Cycle taking action between meetings and learning from the action Action learning in its simplest form is understood to be an experience-based approach to learning that utilises Revans' view that managers learn most effectively with, and from other managers, whilst dealing with the real world complexity of organisational life. The process of action learning revolves around the group or ‘set’ of six to eight people working together...
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