...I was very excited when my fieldwork supervisor invited me to attend a board meeting with him as my very first fieldwork for this administrative program. He told me that many people are expected to attend this meeting since it was one of the first few meetings of the year. When he and I showed up at this board meeting, I was surprised to see so many administrators. I believe most principals in my district came. I was glad to be able to introduce myself to some of them. As we were waiting for the meeting to start, my fieldwork supervisor told me that it is mandatory for principals to attend a certain board meetings throughout the school year. As a future administrator, that got me thinking a little deeper, because I have always thought...
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...2017, I attended the Brookings School board meeting at 6:00 pm. The meeting was located at the Dakota Prairie Elementary School in room number 139. I counted 46 people in attendance at the board meeting, while attending for 1 hour and 50 minutes. This meeting did not particularly have just one agenda, however, it was approved. On the agenda form that I received, call to order/roll call, approval of the agenda, conflict of interest declaration, presentations, communication/discussion items, consent agenda, action items pulled from consent, action items-new and unfinished business, executive session-pursuant to SDCL 1-25-2 subsection- (4)- negotiations, and adjournment were on the list to discuss. The five members of the board voted electronically and the President, Van Fishback announced that the agenda. The process of the meeting was time consuming and had in-depth conversations. Presentations were an enormous part of this school board meeting. Three presentations were given,...
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...I choose to attend a faculty meeting at Jefferson Elementary School on February 11, 2015. The meeting was held in the school’s cafeteria. The meeting was about 45 minutes long. The principle, Annette Beckwith was the person in charge of the meeting and did most of the speaking. The attendees were all of the lead teachers at the school and a special guest speaker, Michael Miller, who is the head of the Jefferson Board of Education. There were many topics covered in the meeting. One of the topics was priority standards. “What we want them to learn?” Teachers are preparing the students for the next grade level, district, state, and national assessments and more importantly, for life. Teachers are designing their lessons to teach the skills and knowledge that students need to master the priority standards. Students are graded through assessments of their skills and knowledge in each priority standard. The criteria used to identify the most essential priority standards include the following. Endurance: standards that provide students with knowledge and skills beyond a single test date. Leverage: standards that provide knowledge and skills that will be valuable in multiple disciplines or content areas. Readiness: standards that provide knowledge and skills for success in the next grade or level of instruction. Another topic covered in the meeting was depth of knowledge (DOK). Number one, recall and reproduction. Can the student recall a simple fact from the story? Requires...
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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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...numeracy and essential life skills.” This goal can only be achieved through the ‘delivery of a systemof quality education to students at all levels of the education system.’ In order to provide quality education to students it is important that all stakeholders play an active role in the education process. Therefore it is important that teachers continually upgrade and develop their skills to be able to identify and properly meet the needs of students. The ministry and by extension administrators need to assist by providing teachers with opportunities to participate in ongoing professional development programs. No Name Primary School is a school of inclusion with an open door policy which seeks to meet the goals of Education for All. Parents are welcomed to visit and teachers are free to voice their opinions and concern. The mission of the school...
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...com/ese-633-ash/ese-633-week-5-assignment-collaborative-problem-solving In this assignment you will demonstrate your understanding of the following learning objectives: Analyze ways to create a collaborative school culture to promote professional growth and leadership; Determine some of the causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Justify the collaborative role of transition team members who actively participate in transition meetings. Additionally, the assignment represents your mastery of Course Learning Outcomes 1, 2, & 3. Providing tools for academic success to students with disabilities is a collaborative effort. Sometimes however, individuals within the collaborative team face conflict due to a strong emotional or professional investment from a particular member. Examples of education-based conflict include disagreements over the allocation of limited resources and funding, differing curriculum delivery methods, class behavior management styles, misinterpreted conversations (due to cultural differences, communication styles, personal or professional backgrounds, and other differences), and misunderstanding of professional roles, school policy, and other school or district-based guidelines. Chapter 9 in your Murawski and Spencer (2011) text outlines the causes of conflict and how to problem-solve through negotiation strategies...
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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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...in a way that I believe a behaviorist teacher would set up their classroom. As I entered, on my left was a white board with the objectives for the day written on it, at the very front of the classroom was a lectern, and to my right were 5 rows students’ desks. There was also a virtual board in the front of the classroom and Mrs. Mitchell’s desk was right beside the virtual board. Once the students entered the classroom, Mrs. Mitchell immediately told them to pull out their homework so she could quickly check it, and the students were very quick to pull out their homework out for her to check it. As she checked the homework, she gave each student a thumbs up if the answers were correct or said,...
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...the unit) e) Briefly describe the main aspects of the theme; f) Justify why you chose this theme; g) Provide a brief one paragraph outline for each of 6 readings or articles that are relevant to this theme (articles in the reader can be used); h) In the light of the theme develop either a booklet, or a policy relevant to your role as a leader The nurturing and development of teachers in Catholic Schools is a constant consideration for all educational leaders. A successful Catholic education facility needs to demonstrate consistent commitment to the ongoing development of the whole child. This development needs to reflect the Gospel teachings, while offering current theories and practices embedded in student learning opportunities. Professional development and mentoring of staff is a vital component in order for all staff to stay abreast of the latest pedagogy. Professional development should be purposeful, ongoing and reflective and it takes many forms depending on the individual needs and the needs that are influenced by the context of the school. Individual, target groups, whole staff, pedagogy and practice, content...
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...Chapter Four Creating my embodied knowing In being a leader Chapter Four connects my learning from experience, the creation of my embodied knowing as a leader, my integration of ideas from the literature on leadership and my support for individuals to develop their capacities as I discover and manage resources to support visions of an improved educational system. I conclude by emphasizing the importance of my knowledge-creation in my professional practice as a Superintendent of Schools and by asking and answering the question: Why is there no simple or even complex answer to “what is educational leadership?” In the rhythm of the work, my efforts are often full of risk, sometimes disastrous, at which point I fall back, renew my energy and with my recognized tenacity, try another route. I will reveal as well how I carry that spirit, that life-affirming energy (Bataille, 1962; Whitehead, 1999) embodied in my whole being with a passion and internal power to effect good. Feminist Barbara Du Bois (1983) writes of "passionate scholarship" as being "science-making, which is rooted in, animated by and expressive of our values" (p. 113) (Belenky, et. al., 1986, p. 141). One of the reasons I can accomplish as much as I do is that the work and the relationships appear to be many and complex but because they are inter-related and connected they provide a synergy that produces results in numbers of seemingly different and unrelated focus areas. I find that as I am supporting...
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...Canyon University: EDA 534 Educational Administration Foundation and Framework October 15, 2014 According to Dictionary.com, a standard can be best defined as “morals, ethics, habits, etc., established by authority, custom, or an individual as acceptable.” The Interstate School Leaders Licensure Consortium’s (ISLLC) standards serve to define expected processes and outcomes for effective school leaders. These standards were developed in order to enhance the quality of education. Just as the No Child Left Behind Act (2001) was created to promote educational excellence for all students and teacher accountability, the ISLLC Standards were implemented so that all school leaders were held accountable towards the success of all students and stakeholders. The ISLLC standards are essential towards the development of an effective school leader. Effective leadership begins with knowledge of the educational environment: the needs of individual students, strengths and weaknesses of faculty and staff members, knowledgeable in all aspects of instructional programs, student data, and scheduling. Becoming experts in the aforementioned areas allows for school leaders to develop a solid foundation for effective school leadership. The Collaborative Learning Community (Unwrapping the Standards) that took place over the last 8 weeks gave me an opportunity to understand the importance of the ISLLC standards and its functions; the purpose of each standard are essential to educating future...
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...-title page -table of contents -student resume -statement of purpose(purpose of portfolio) -organization of entry -personal reflections -comments of the faculty -rubric for the ff. -statement's self-rating competency checklist personal reflections From my observation, I have learned and witnessed a lot of things. The real situation in a classroom can never be predicted. Problems may arise any time of the learning and testing process. In this everyday learning process the students together with their teacher learn things together. Not everyone in that room is the same, especially the students. Most of them may be able to cope up with their teacher’s strategy of teaching but some cannot. Not all of them may lend their full attention with regards to listening to every instruction their teacher say. I can say that being in the real situation like being in a classroom as someone else (not a student but an observer) sometimes worries me. Because I may be able to cause the learning interference in that conducive learning environment. At first I may feel to be very conscious about what would I do next, what would I say if someone asked me this thing or that, how would I act for me to be more professional with this study I am conducting and other more uncertainties. But nevertheless my gratitude being there in that room is incomparable with my other first hand experiences in life as an education student. I am very thankful for the opportunity...
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...istockphoto Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 w w w.americanprogress.org Evaluating Teacher Effectiveness How Teacher Performance Assessments Can Measure and Improve Teaching Linda Darling-Hammond October 2010 Contents 1 Introduction and Summary 5 Why performance assessments are needed 7 National Board Certification 9 Assessment of beginning teachers 11 Prospects for a national system of Teacher Performance Assessments 12 How performance assessments can help teachers improve their practice 17 Improving preparation through the use of performance assessments 22 Policy recommendations and conclusion Introduction and Summary Parents, practitioners, and policymakers agree that the key to improving public education in America is placing highly skilled and effective teachers in all classrooms. Yet the nation still lacks a practical set of standards and assessments that can guarantee that teachers, particularly new teachers, are well prepared and ready to teach. This report discusses a promising approach to the question of how to measure teacher effectiveness. Specifically, it describes the ways in which assessments of teacher performance for licensing and certification can both reflect and predict teachers’ success with children so that they can not only inform personnel decisions, but also...
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...to Guide for REFLECTION ------------------------------------------------------------- How to Guide for REFLECTION The National Service-Learning Cooperative ServeAmerica K-12 Clearinghouse Pennsylvania Institute for Environmental and Community Service Learning Northeast Regional Technical Assistance Center Compiled by Lorraine Parrillo Cooperative/Clearinghouse Coordinator Northeast Regional Technical Assistance Center December 5, 1994 Used with their permission INTRODUCTION This module includes a summary of materials currently used to support reflection in the service learning movement. Crucial information presented includes: 1. Introductory materials on Reflection by Diane Hedin and Dan Conrad 2. Reflective teaching techniques using eleven different forms of reflection rather than just using journals and asking how participants feel about service 3. Basic critical thinking skills that may be used in reflection sessions 4. Bibliography Reflection Reflective learning techniques are not the lone providence of service activities. All thinking and dialogue requires some form of reflection if learning is to take place. Individuals need time and reconsideration of events to put facts and ideas into sequence and eventually into a better understanding as to what happened during a specific event. Everyone in their life-time will be required to repeat this process endlessly. Nevertheless, schools do little to...
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...My Personal Approach To Classroom Management My Personal Approach To Classroom Management Amy Thompson EDU 536 Grand Canyon University November 9, 2011 Abstract My purpose in writing this paper is to present my personal ideas on how a classroom should be managed. Every classroom is unique in their own ways and each of these ideas my need revising, but my personal goal is to apply these methods in my classroom. I want to become an effective teacher when I have my own classroom and without a proper classroom management plan, I fail myself and my students. My classroom management ideas will be reflection on how I want to teach and reflect the goals that I have for my students. I realize that I will need to be flexible and understand that every year with new students, I will have to revise my classroom management ideas in order to meet the needs of my students. The learning environment that I want to create is one that embodies personal growth, creativity and confidence that anything is possible. My hope is that one day that I could impact my student’s life in positive way, that would carry them throughout their academic life. My Personal Approach To Classroom Management I have the thought that if a teacher and her classroom would work in cooperative manner than the teacher has set up a classroom that is safe and inviting learning environment for their students. Cooperative learning would be one of the ideas that I would apply in my classroom. Albert...
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