It also showed me how important the ASCA model is and how practical it is to use. The benchmark helped me coordinate and collaborate with my group to ensure our goals and information was accurate. Also, it expresses how important accountability is to school counseling programs because it shows how the program was successful and what might need to change. This benchmark is an assignment that I will use later as a remainder of the ASCA model. o Rate 3,3,3 EDCE 698 Benchmark Assignment o Statement This benchmark is an analyze of my abilities as a counselor which I use to know what skills I need to work on.
The vision statement for my future school’s counseling department will describe a program which will empower all students to reach their highest potential by using a comprehensive program that addresses academic, personal/social, and career goals. It will promote an environment to encourage personal inquiry and growth, social responsibility, and academic excellence. School counselors believe that every student can succeed through the collaborative efforts including school, home, and community, leading to responsible and productive citizenship in the 21st century. (“Mission, Vision, and Values”,
Assessment plays an integral role in the teaching-learning cycle (DES & NCAA, 1999). This comprehensive process is a fundamental accountability measure for students and teachers in Physical Education (P.E). Ultimately, assessment in the P.E. environment should serve the purpose of enhancing and enriching the learning experience for students. It should provide them with feedback on their skill progression, motivate them to improve and contribute greatly to their overall development.
The model is used to construct interventions to deal with challenging behaviors of students. Teachers have come to accept the BCM to be effective in solving behavioral problems. Behavioral consultation is supportive in helping with remedial education. The BCM has come to be known as a universal-based consultation model. There are four stages of behavioral consultation, which are problem identification, problem analysis, treatment implementation, and treatment evaluation.
The Purpose of this Proposal is to provide an all encompassing, practical-based program that can be implemented countywide to replace the current counseling programs by increasing clear communication between school board, principals, parents, and school counselors about expectations and procedures. The goal of the school counselor is to foster a sense of partnership with the administration, parents, community (see Fig. 1) to provide holistic approach to provide a positive outcome for all students and establish the value of the school counselor for the students, parents, faculty, staff, and community (McGraw, 2011, 1).
DRMLL is three dimensional: “(1) responsiveness to the developmental needs of middle grades students; (2) responsiveness to the developmental needs of faculty who support learning for middle grades students; and (3) responsiveness to the development of the middle school itself as a unique, innovative entity” (Brown & Anfara, 2002, p. 149). Each dimension included structures and practices of exemplary middle grades education, such as building a culture of community and a focus on curriculum, instruction, and assessment. For the “responsiveness to students” dimension, principals must understand the intellectual, physical, psychological, social, moral, and ethical characteristics of young adolescents. Principals must also believe that all students can succeed. Understanding the need to connect educational administration to teaching and learning, and governing democratically and collaboratively are examples of practices presented for the “responsive to faculty”
Classroom assistants are an integral part of the school staff team and as such have a responsibility for working to agreed school policies and procedures. In turn, the day-to-day work of the school takes place within a wider legislative framework affecting the content and delivery of the curriculum, health and safety, child protection and other aspects of school life. Classroom assistants need to be aware of these school and statutory frameworks, particularly those that directly impact on their own work with pupils. Supporting inclusion The principles underpinning inclusive education are those of setting suitable learning challenges, responding to pupils’ diverse learning needs, and overcoming potential barriers to learning. Many classroom assistants are employed with specific responsibilities to work with individual pupils; others
Teacher educators and K-12 public school educational leaders recognize the need to provide specific culturally responsive teaching (CRT) training to pre-service and in-service teachers to better prepare these individuals to teach culturally diverse student populations. According to Brown (2012) and Gonzalez (2012), teacher preparation programs are training teachers in the use of CRT. For example, Gonzalez (2012) asserts that pre-service teachers need training in classroom-based assessments that address the learning needs of culturally diverse students. This study explored teachers’ lived experiences with teaching a culturally diverse student body and fills the gap in the literature on teachers’ lived experiences using CRTS with culturally diverse
This assignment will critically discuss the role of a mentor when assessing student accurately. Supporting, assessing, teaching, accountability and the barriers which hinder the accurate assessment will be discussed. A mentor is someone who can assess, teach, support and facilitate the learning needs of a student in a clinical placement (NMC 2008). There are so many roles of a mentor assessing, adviser, role model, problem solver, teacher, support, organiser and planner. Mentors have the responsibility of assessing students accurately by establishing effective working relationships, facilitating learning environment, accountable and assessment (NMC 2008).
EFFECTS OF PARENTS AND TEACHERS INTRACTION ON DELOPMENT OF EARLY CHILDHOOD STUDENTS IN MIANWALI 1.1 Introduction: The importance of good parent-teacher relationships has been well documented. Research has shown that parent involvement in education benefits not only the child but also the parents and teachers (Eldridge, 2001). The function of a good parent-teacher relationship is much more than just like a vehicle for status reports from teacher to parents on a child’s performance. It is true a partnership providing two way information flow from the teacher to the parents about the child’s classroom achievements and persona and from the parent to the teacher about the complementary elements in the home environment. It provides the mechanism