The author’s objective was to implement Elementary and Secondary Education (ESEA) Flexibility plans. In line with this, educators play a challenging task in molding not just the mental capacity of their students but also their eagerness for learning which will further assist them to enhance their preparedness for college and career. It can be premised that teaching college and career preparedness to high school student should not be solely entrusted to teachers but most especially to school counselors since the latter may have practiced up-to-date strategies and approaches to career counseling through test results interpretation. Relatively, the research study of Mattern, Radunzel and Westrick (2015) relates to the importance of developing academic competency benchmarks to facilitate academic and career decision making. The researchers averred that the conceptualization of indicators or benchmarks of Science, Technology, Engineering, and Mathematics (STEM) readiness may be regarded as valuable in educating students about the degree of knowledge and skills that they need to achieve to have a probable chance of advancement in first-year STEM courses.
Coaches based their perspectives on their findings from their questions; “Did my work make a difference? Have teachers change efforts impacted student learning? After each coach gave their perspective, they all concluded that literacy coaching in middle school has an enormous potential to “improve instructions and increase student achievement, but also forces a number of
Be detailed in your response (25 words or less). Question #4 Please answer “Yes” or “No” to Question #4 below: Are the members of your school leadership team accessible to you for consultation or attainment of needed information regarding educational matters within your school? Significance of the Study Mediating factors of school leadership driven by collective cultures as it relates to assumptions about education and acknowledging the fact that principals matter in the context of student outcomes have led to increased attention, especially in the way that school leaders are prepared (Davis, Darling-Hammond, LaPointe & Meyerson, 2005; Hale & Moorman, 2003). Principals who flatten hierarchy and give teachers opportunities to participate in developing school goals and improvement plans obtain higher commitment to teaching (Leithwood et al.,
Revealing that these programs mean way more to the student than academic success. They provide means of guidance in forms of communicating with others to help objectives of future workplaces and overall futures to come. Communication is huge and if one is unable to collaborate properly amongst his and or her peers then one is not fit for the workplace. Additionally, they combine academic progress with social skills and make it so they intertwine. The AIJ goes on to extend there case by stating, “ professional school counseling services model makes them “uni1quely qualified to address all students’ academic, career and personal/social development needs by designing, implementing, evaluating, and enhancing a comprehensive school counseling program that promotes and enhances student success” (Administrative Issues Journal P 8).
Otto Friedrich’s piece called, “Five Ways to Wisdom” focuses on people and their relationship to education. For example, widely selective majors are linked with the current on-demand jobs and that’s because majority of people are in school just to increase their rate of getting a job (Friedrich, 98). However, the value of education should be appreciated just as it is. In todays world, everything is revolutionizing and people need to develop ones mind to catch up with the changes; it will open doors to various of opinions and builds up ideas to form an decision not based on stereotypes or prejudices, but ideal choices to flourish. More so, this essay symbolizes an educated person as someone who shows rational decision-making that could satisfy both parties, as well as the ability to hear different opinions and just appreciating ideas that comes to a person; since one of those ideas is what created abundance of technologies, architectures, resources …
INTRODUCTION “Heck (2013) defines effective schools by saying it should provide stable and consistent results over time that apply to all students within the school... Underlying the notion of school accountability is the belief that school personnel should be held responsible for improving student learning.” Society continues to change and so does the notion of what may be effective in schools. What we may think was effective before may not necessarily be effective now. We try to understand what works best as schools restructure and transform. This paper aims to critically discuss two mainstream thoughts in education that are crucial for improving or maintaining effectiveness at schools.
Some research supports that student engagement can be maintained in longer class periods if teachers change their instructional practices. “In a study done by Sagness and Salzman, the majority of the teachers reported they used a greater variety of learning activities and students participating more actively in learning when class time was extended”. (Johnson ) The increase in different learning activities help break up the longer class times; thus keeping the student's attention. But if teachers do not address the need to change instruction, extended time in class will not benefit students if improving the quality of that time is
For example, shortly after their introduction the standardized examination system began being utilized for its ability to keep educators accountable for their responsibilities to the students that they are teaching. Other ways in which standardized examinations produced positive outcomes for students and education in general include their ability to encourage superior study and exam preparation techniques for younger student, their ability to pressure students in a similar fashion as would be experienced in a college or university setting, and also the examinations give the students a different view of who is really interested in their grades. Students, especially younger students grow tired of
In this paper an article “pedagogic voice: student voice in teaching and engagement pedagogies” has been critiqued. It has been observed that as of late, all through the world, a neoliberal reframing of instructive arrangements has offered ascend to an expanding concentrate on estimation and correlation based results for schooling. It is contended by Baroutsis et al (2015) that pedagogic and student voices are imperative in teaching, as they have found a higher contribution with students when the idea is utilised. On the other hand, this worldview of schooling has assisted to contract the visualisation and determinations of training, whilst likewise "taming" as well as confining conceivably imaginative pedagogies through responsibility structures.
Political groups are incented for poor performance, while better performance incents a public platform. Additionally there are reports that reveal that where schools have subpar performance on standardized tests, there has been a decrease in property value. It’s only common sense that achievement paves the way to effectiveness and students, like adults, are more effective if they understood what they have to gain. What would be the advantage in the success of the experience and how can the experience be applied in the future? Who should be responsible for student performance on assessments that carry so much weight in areas more than just school?
At the last faculty meeting you were introduced to a State initiative related to Response to Intervention and Instruction (RTiI). This behavioural focus of RTiI is rooted in a concept knows as Positive Behaviour Support (PBS), and what was presented to you is the beginning of GMHS taking this concept school wide. School Wide Positive Behaviour Support (SWPBS) is an applied science that uses a systems approach for establishing a culture that contains behavioural supports and promotes an effective learning environment for all students. It is an active way for students and faculty to establish the behavioural expectations here at GMHS. Through this process the academic and behavioural expectations of the students will be visible throughout
Leadership in CTE Current leadership in the form of program directors of career and technical education programs are challenged with a variety of issues and difficulties to include; providing authentic approaches to help students expand scholarly and specialized skill attainment, tending to staff professional development and advancement needs, the coordination of CTE with thorough scholastic guidelines and providing meaningful educational capacity for all students (Clark, Farmer & Welch, 2010). Studies by Watba and Farmer (2006) and later by Clark, Farmer and Welch (2010) utilized comparative reports to distinguish and classify the leadership issues as understood by CTE leadership in Pennsylvania and examined how these discoveries and ramifications
Reflection #4 What have you learned about the IEP process? The biggest take away from this class is how well I understand the parts of an IEP now. I’m able to look at an IEP and not feel so overwhelmed on what sections are supposed to address. Also, I feel that all of the assignments that we completed have be in a logical order and have help us format a strong IEP. Each school district or school system has their own special ways of facilitating the IEP process, I feel like I understand more of the next step in my school district’s process.
Schools that once faced massive disciplinary problems are now finding more and more students striving to enhance their learning skills. All of the research points to the importance of sustainability, support, and data collection as ways to effectively implement a discipline program such as PBIS in school (Anderson et al., 2010; Cressey et at., 2015; Gonzalez, et al., 2008; Lewis et al., 2002; McIntosh et al., 2013; Safran, 2006; Stoiber & Gettinger, 2011). The unavoidable challenges teachers will face in the upcoming years are astronomical when attempting to manage challenging behaviors in the classroom, especially among younger students. Stoiber and Gettinger (2011) cite that when negative behaviors are left unaltered the behaviors may lead to significant academic, work, and social-emotional difficulties during adolescence and adulthood. In other words, when schools adopt a proactive and efficient approach to intervention, they have been able to pursue other initiatives and further improve the quality of education provided to students (Simonsen et al., 2008).
The article, Practice and Critique, informs educational readers (and students becoming future educators) about the importance of the Common Core Standards. This article especially defines the techniques’ importance throughout specific subjects, such as Language Development. Over the last few years, the common core standards have been adapted to fit the “average” classroom setting, with its goal of preparing each student with the necessary curriculum needed in order for them to succeed in college and/or within the workplace. Though this strategy has often been criticized by many throughout the public, the article hopes to demonstrate that the Common Core Standards are exactly what is needed in order for each child to to be able to obtain and