He emphasized that assessment should focus on helping teachers to change the way they use assessment results, they should improve the quality of their classroom assessments, and align their assessments with valued learning goals and district standards. Assessment of students is very serious because effective teaching decisions are based on the capability of teachers to know their students and to match activities with precise
Clegg & Billington (1996) add that the main purpose of Educational intervention is to collect data through the process of monitoring to improve the manner of teaching and learning in the schools. McGlynn and Stalker (1995) stated that Educational intervention in schools is carried out for three reasons. Firstly, To find the solutions of problems by collecting data about education efficiency in schools. Secondly, Evaluate the quality of the available arrangements and to provide suggestions for improvements. Thirdly, it provides an effective advice and feedback to the policy makers, school leaders so that the educational initiatives implemented effectively.
In classrooms, formative assessment refers to frequent, interactive assessments of student progress and understanding to identify learning needs and adjust teaching appropriately. Teachers using formative assessment approaches and techniques are better prepared to meet diverse students’ needs – through differentiation and adaptation of teaching to raise levels of student achievement and to achieve a greater equity of student outcomes. The principles of formative assessment may be applied at the school and policy levels, to identify areas for improvement and to promote effective and constructive cultures of evaluation throughout education systems. More consistent use of formative assessment throughout education systems may help stakeholders address the very barriers to its wider practice in classrooms. This overview shows how formative assessment promotes the goals of lifelong learning, including higher levels of student achievement, greater equity of student outcomes, and improved learning to learn skills.
is a DEIS Band 1 school, students will probably have more complex learning needs. To become more attuned to this context, teachers will need to carry out a more reflective practice and should draw on Arisotle’s notion of phronesis for judgement, professional deliberation and to achieve an ethical practice (Higgins, 2011; Cooke and Carr, 2014). The Teaching Council’s Code of Professional Conduct (The Teaching Council, 2012)
A good school is a changing school. Experts claim that change is inevitable. It is very necessary for schools to recognize their imperfections and be willing to identify the causes of those imperfections and seek solutions, constantly evaluate, accept criticism and then adjust goals accordingly in order to meet the needs of their students. The development of an educational institution ultimately means improving the teaching-learning process as well as the environment in which it occurs through effective leadership. The processes of life and growth demand appropriate change with the passage of time.
To achieve this goal, teachers must react assertively, as opposed to aggressively or non-assertively (Dr.Mac., 2014). On the other hand, Gray and Ayres (1998) claimed that Canter’s assertive discipline model suggested that assertive discipline has its fundamental premise one the reinforcement of appropriate behaviour and students’ acceptance of the result of their actions. Assertive discipline enables teachers to establish a classroom structure and routine that provides the optimal learning environment in light of their own personal needs. Also to determine and request appropriate behaviour from the students which meet your needs and encourage the positive social and educational development of the
To solve this problem, help is requested to the Public Administration to provide teachers from the countries of inmigrant children to serve as a link between them, school and families. The Administration must also provide training for Spanish teachers and material resources. Also, the schools should have school activities to promote cooperative learning and the contents must reflect the culture, customs and values of both cultures. Finally, Soriano Ayala stated that the education system should increase the self-esteem of students and their personal and social dimension. -The challenge of intercultural
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.
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.
Ishak and Nor Asikin (2003) stated, principals play a vital role in creating an organization whereby there is the continious learning of new skills and knowledge to be able to cope with changes and to meet its goals. Further, the role of schools can only be furthered if principals are committed to transfor their school into better learning organisation (Hamzah, et.al., 2011). Background of the problem In the field of