...The Interstate School Leaders Licensure Consortium’s standards assist to explain anticipated results and actions for successful school leaders. The standards were established to improve the excellence of education. Because of the No Child Left Behind Act, the standards were 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...
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...Reflective practice is communication, knowledge, skills, values and belief and reflection in the daily lives of individuals. Part of the goal of reflective practice is to serve the community, while demonstrating a passion for the environment. The skills individuals develop helps with reasoning, which advances the delivery of comprehending and understanding. According to Attard (2012) “reflection is very individual and personal, on the one hand, while on the other hand it is collective by nature” (p. 204). Action Research is a method of reflective practice that is encouraging and involves systematic change in teaching that allows the teacher to take the right direction to enhance student learning. According to Bevins et al. (2011) “action research develops through a self-reflective spiral of cycles, which include planning, implementing, observing, reflecting and re-implementing” (p.401). Action Research provides new learning techniques for teaching and provides knowledge for the rest of your life. In action research many believe that the term reflection can be misleading. According to Casey (2012) “insider action research is shown as a tool for positioning the practitioner in the ‘betweenness’ of theory and practice” (p.221). It is suggest that teaching is being altered and deemed to be more accurate. Engaging in action research can improve teaching practice and theory. Action Research involves the physical act of being involved and becoming hands-on. After steeping back...
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...Reflection is a necessary component of everyday life, as well as the growth an individual makes within their profession. This concept remains true for teachers who, due to the particular changes they must make in order to meet the fluctuating needs of both their students and society, are perpetually connected to reflection. Beginning with John Dewey, during the late nineteenth and early twentieth centuries, numerous scholars have articulated their viewpoints concerning the positive and negatives impacts of this reflective teaching, in addition to its influence on the moral dilemmas faced by educators. One of these people, Elizabeth Campbell, asserts her perspectives throughout her text, The Ethical Teacher, wherein she describes the relationship between ethical knowledge and moral agency, the link between moral dilemmas and ethical knowledge, and the methods of lessening moral tensions in education. Within her book, Campbell (2003) maintains that “ethical knowledge relies on teachers’ understanding and acceptance of moral agency as professional expectations implicit in all aspects of their day-to-day practice” (p. 3). These demands of moral agency are important for students’ learning and development. Consequently, it is essential to understand moral agency. Campbell (2003) declares that moral agency “relates to the exacting ethical standards the teacher as a moral person and a moral professional hold himself or herself to” and “concerns the teacher as a moral educator, model...
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...Mgmt 362-Organizational Behavior: Week 5 - Case Study July 2, 2014 Synopsis: Tricia Monet is store director of a national chain store for household products and personal care located in Sioux City, Iowa. Tricia, coming from an accounting background decided she wanted to try a different career field; though she liked the organization and structure of accounting she wanted to be able to interact with people. Tricia had no supervisory or managerial experience when first starting at personal reflections. So, the company provided a short two week training program for assistant store directors. Once training was complete the store director was responsible for continued training. The store directors were not included in the decision-making process for new hires of assistant store directors. When Tricia was initially hired she was hired as an assistant store director, by the district manager of Personal Reflections. Tricia completed the initial two weeks of training; she was then assigned to be one of three assistant directors at the Sioux City, Iowa store. Heather Munson, the current director of the store in Sioux City, was not consulted about Tricia’s placement; it is company policy that store directors were not involved in the decision of placement. Because of this company policy Tricia and Heather did not have a good working relationship. While Heather was the store director, the store constantly failed to meet sales goals. The sales floor seemed to be messy and...
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...A Novice Manager’s Tale of Woe Synopsis: Tricia Monet is 23 years old with a Bachelor’s degree in accounting. Due to her fiancé’s job, she was relocated to Sioux City, Iowa. Prior to her move Tricia had spent almost a year working for an accounting firm but later decided that she wanted to make a career change. After her relocation, she applied for an assistant director position with a company called Personal Reflections and was offered the position just hours after her interview. She accepted the job offer and received a two week training which was extremely helpful for her, being that she had no experience in a managerial role. Tricia began her role in her new position on August 1. It started off rocky, almost immediately, and in a matter of months things took a drastic turn with her new job. The store that Tricia worked for was apart of a National Chain. Each location was ranked on a level 1-4 based on its sale revenue with one being the highest. The Sioux City location was a level 3 store under the direction of Heather Munson. Before Tricia even began her position, Munson had already felt disgruntle at the fact that she was never included in the selection process for hiring the three assistant directors for her store. Munson and Tricia’s work relationship started off on a bad note. Every encounter that Tricia had with Heather made her feel as though she was being questioned. Tricia made an effort to bring some structure to the disorderly, messy store and was reprimanded...
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...bachelor’s degree in accounting but was tired of crunching numbers. She decided she wanted to interact with people face to face, instead of hanging in an office behind a desk. So the move was a great time to see what else might be out there. She saw an ad in the Sioux City newspaper for an assistant director position at Personal Reflection. Personal Reflections, was a national chain of personal care and household products. She applied, was offered the job within two hours, and accepted the position within the next two days. She attended a two-week training class within the next few weeks after accepting the position. The company seemed great, people were nice and benefits were great but she noticed after that training class Personal Reflection provided little information or assistance to their directors. When Tricia started Heather Munson was the store director, and at that time there was only two assistant directors, and 30 part-time employees. Personal Reflection ranked their stores based on sales. There were four levels, stores with the largest volume would be ranked a 1, the Sioux City store was ranked a 3. Ms. Munson resented that the district manager did not allow for her to have a decision on the hiring of Tricia. Tricia always felt like she was being interrogated by her boss. The store was a mess, so Tricia decided to try and organize and straighten it up, Ms. Munson was not appreciative of that and yelled at her. During this time one of the other assistant directors...
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...In the article “Best Practices for Professional Learning Communities,” (2014) the author, Celine Provini, defines a Professional Learning Community as a “whole-staff involvement in a process of reflection upon instructional practices and desired student benchmarks, as well as monitoring of outcomes to ensure success.” These “communities” have been becoming more prevalent as educators continue to focus on student achievement and professional growth. Provini adds “PLCs enable teachers to continually learn from one another via shared visioning and planning, as well as in-depth critical examination of what does and doesn’t work to enhance student achievement” (Provini, 2014). These ensembles of dedicated educators seek to enhance not only their...
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...Shadowing Reflection #1 One of the shadowing experiences that I want to reflect on is the Local Control Accountability Plan (LCAP) Forum I attended on Wednesday, October 11, 2017. All the administrators participated, and they brought parents and school representatives to this forum. I decided to shadow my principal to this meeting, so I joined the group from our school. I had never been to any LCAP forum or meeting, so I was actually looking forward to it. The forum was held at the district’s new STEAM center. STEAM is an acronym for Science, Technology, Engineering, Arts, and Mathematics. I have heard that the construction of this building has completed, but I had not seen the inside, so I planned to be there early. The forum was...
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...Part I: Group Development The group is at the forming stage. Our textbook states the forming stage is characterized by a great deal of uncertainty about the group’s purpose, structure and leadership. Members “test the waters” to determine what types of behaviors are acceptable. After reading over the case study I was torn between the group being at the forming stage or the storming stage. The group does have purpose as they plan to create an after-school program which will improve school performance both by the students and the teachers. The group is structured as the Woodson Foundation and the school system will develop a new agency that will draw on resources from both organizations as well as a representative from the NCPIE. This is where the group comes up short from the storming stage as there is no leadership yet. They are still establishing ground rules such as: Will the new jobs be unionized? And Will the Woodson Foundation be able to use hard data? An understanding of the stages of group development can assist The Woodson Foundation in a strong way. Right under their nose they have Meredith Watson working for them. Meredith has six years working as a teacher in a classroom setting and working on the leadership team will provide some similarity within the group. She knows what the teachers are going through and can help on all levels. Part II: Problem Identification The primary problem is putting together a development team together that will stop pointing fingers...
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...governments may require it as a part of citizenship requirements, typically in lieu of military service; courts may demand it in lieu of, or in addition to, other criminal justice sanctions – when performed for this reason it can also be known as community payback; schools may mandate it to meet the requirements of a class, such as in the case of service-learning or to meet the requirements of graduation. High school graduation and community work Many educational jurisdictions in the United States need students to do community service hours to graduate from high school. In some high schools in Washington State, for example, students must finish 200 hours of community service to get a diploma. Some of the Washington school districts, including Seattle Public Schools, differentiate between community service and "service learning," requiring students to demonstrate that their work has contributed to their education. If a student in high school is taking an AVID course, community service is needed. Other high schools don't require community service hours for graduation, but still see an impressive number of students get involved in their community. For example, in Palo Alto, CA, students at Palo Alto High School log about 45,000 hours of community service every year. As a result, the school's College and Career Center awards about 250–300 students the President's Volunteer Service Award every year for their hard work. Colleges Though technically not a requirement, many colleges...
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...This paper will discuss strategies for implementing changes to the education of juveniles housed at the new Juvenile Justice Center. The Juvenile Justice Center, formerly Youth Study Center, will add vocational technical training to the regular education already offered to juveniles. Vocational technical training will offer juveniles employable skills upon release. To properly implement this training, management must develop a monitoring process, understand the relationships of processes, systems, and professional roles. Monitoring There are 3 components in the monitoring process of the implementation of a vocational technical education curriculum at the new Juvenile Justice Center. The monitoring components includes: 1) data collection; 2) evaluation and communication procedures; and 3) documentation. Data collection includes data relative to implementation. Ideally, these data should be able to summarize the effects of adding a vocational technical curriculum to the regular curriculum. At a minimum, monitoring data should include: ▪ Annual material and equipment costs ▪ Tracking released juveniles for employment ▪ Assessing regular education progress versus vocational technical process ▪ Significant changes in personnel In addition, management must identify who is responsible for the collection and frequency of data collection. All data should be collected frequently enough to make certain that information is recorded correctly. Evaluating the data collected...
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...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. Students...
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...This case examined the legal authority of a school board’s power to impose academic sanctions upon students for nonattendance. The named plaintiff in the class action suit, John A. Campbell, alleged that the school board’s policy exceeded the authority granted to them, and therefore was unconstitutional. The New Milford attendance policies in question were outlined in detail in the student handbook, which was distributed annually: • Students, who were absent, sans administrative waiver, for more than twenty-four class periods in a yearlong course, did not receive credit for the course. • After the first unapproved absence, each additional unapproved absence resulted in a five-point reduction in the course grade, with the reduction limited...
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...MGMT 362 February 7, 2012 Week 5- Case Study #2 A Novice Manager’s Tale of Woe Synopsis: Tricia Monet, a young woman from Missouri gets an assistant director job at a retail store called Personal Reflections in Sioux City, Iowa. Because the corporate policy indicates that store directors do not have say in the hiring process for assistant directors, Heather Munson, the director of this store showed animosity for Tricia upon her arrival. Tricia felt attacked and interrogated anytime she spoke to Heather, and was yelled at by her for trying to neaten up the cluttered store. As only one month passed, Tricia became very frustrated with Heather and considered quitting the job. While on the verge of quitting, Heather came to Tricia and told her that she would have to go on a leave of absence due to medical problems. Tricia was then required to take on the role of store director with only one month of retail experience. One month after that, the district manager informed Tricia that Heather would not be returning as the store director. By this time the district manager hired three assistant directors for the store and made an offer to Tricia for the store director position, which she accepted. It was October and the holiday season, which was the busiest time of the year, was approaching. Tricia got along great with her three assistant directors for the first month. They seemed to share all of the same ideologies and goals about the direction of the store, and even went...
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...(FAPE) for all students have provided guidelines on establishing a “Least Restrictive Environment” (LRE), with a focus on students whom have special needs (What is idea?, 2014, para. 4-5). These laws such as Education for all Handicapped Children (EHCA) enacted in 1975, and the Individuals with Disability Act of 2004 (IDEA) furnished instructions, programs, and support to educators for assisting exceptional students with their behavioral and learning skills/challenges in the classroom (Blackwell & Rossetti, 2014, p. 1). In this paper, an administration implementation of the IDEA 2004 federal law in a school district that does not have a continuum program for exceptional students will be addressed. Factors such as assessment structures, modifications, response to interventions, individual education plans and other practices/policies will be explored in the following school district, to include what was accomplished administratively to establish an educational system of inclusion in accordance with...
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