Strategic planning model The applied strategic planning we use in my organization is an envisioning, process oriented model. Distinctively, applied strategic planning is the process by which the guiding principals of an organization envision its future and develop the essential operations and procedures to successfully achieve that future. (Goodstein, Nolan and Pfeiffer, 1993). Relationship between the strategic plan and organization 's mission, vision, and values. Our vision, mission and values are quite consistent with the required elements of the applied strategic planning framework.
Curriculum models provide a structure for teachers to “systematically and transparently map out the rationale for the use of particular teaching, learning and assessment approaches” in the classroom, and are regarded as an effective and essential framework for successful teachers (O’Neill 2015, p27). Feeding into a particular curricular stance, it is essential to recognise the multiplicity of sources which will govern this individual framework. Oronstein and Hunkins observe that, when designing a curricular stance, educators must first consider the “philosophical and learning theories” which will inform their “design decisions” (2009, p182). This approach is essential to ensure that the curricular approaches one selects are “consonant with
10, 2013). The philosophy and the mission of an inclusive school provide a strong foundation and confidence for practitioners to go further in advocating for every child’s right. Providing equal opportunity does not mean treating everyone the same, but rather giving every child the right to a broad and balanced curriculum with high expectation of their success. Inclusive practice involves the whole teaching community coming together to agree, identify and understand the barriers that exist so that planning for inclusion and intervention strategies can be put into place. Aside from building positive relationships with and for children, Connolly et al.
Therefore, I utilized the ISTE Essential Conditions as a foundation to creating my Shared Vision Paper. This paper was created to support the goals established in the school improvement plan which include addressing the diverse needs of student populations and providing digital equality for SES and gender groups. After completing this Shared Vision Paper, I realized that a shared vision is very important in helping my school effectively implement
Ken Robinson states that revolutionising the education system, so learning is no longer linear, but organic, will support this change and resonate with the add more. The outcome of human development cannot be predicted, but through creating environments, in which individual can develop their…. Fielding Nair, 2015, recognises the four following aspects to be the most fundamental to support student-centred learning in MLE. The first is individualism. This characteristic provides the opportunity for children to develop and customise their own pathway, choosing to work individually or with others.
Assessment for Learning Align assessment with the constructive, student-centred learning models. For instance, self and peer assessment. Formative assessments must connect the teacher–student communication in learning and providing instruction. There is a requirement of timely and understandable feedback in order to better lead the students in future learning. (Carless 2005).
WHAT IS IT? School-based management (SBM) is a strategy to improve education. By transferring significant decision-making authority from education offices to individual schools. SBM provides principals, teachers, students, and parents control over the education process by giving them responsibility for decisions about the planning, personnel, curriculum and action in school. Through the involvement of school community members in these key decisions, SBM can create more effective learning environments for students.
Only with such mind set shift in the intent of education, can the assessment move towards the needed balance between assessment for learning and assessment of learning. In the operational sense, government and schools needs to be willing to direct resources to the building of assessment literacy of educators, allows for the effective harness of learning through suitable assessment design. By equipping educators with the needed assessment competencies, there can be significant changes to both national standardised examinations and school-based assessments to truly assess competencies for the future. In addition, drivers of education (key personnel such principals) need be believe in the need for such reforms and actively translate this to actual implementation in schools. As with the dialectic relationship between assessment and learning, this would then change the way students learn, further reinforcing the assessment
The teachers need to understand the instructional designs and how to apply these. In executing this effectively the learning process should expose the utilization of theoretical frameworks, student centered learning, collaboration, culturally fit (diversity), awareness of different learning styles and reflective practices (Tuitt, 2003, p.251- 253). With this we can be sure that every child can learn every child must learn with inclusive pedagogy through accessibility of
“Too often schools are organized as administrative hierarchies rather than as groups of professionals working toward shared goals” (Cibulka and Nakayama, 2000, p. 4). The effective school movement emphasizes teacher excellence, collaboration, and mentoring so that schools become “places where every educator is recognized as a valuable contributor with unique strengths and impressive potential to learn, grow, and improve” (Johnson, 1997, p.
In terms of curriculum planning and initiatives to select core texts for instruction, at least one conversation should be held in regards to the real world application and relevance of a text. The idea that a text is relevant to the current society as well as student lives is crucial to a successful school environment. Students must be able to make direct connections between what they are reading and the world around them. Teachers are the necessary connectors of the concepts. Therefore, if a text were to be chosen that encapsulates real world application and relevance in a modern society, that obvious choice is Ray Bradbury’s Fahrenheit 451.
ELCC 5.1 states that leaders act with integrity and fairness to ensure the success for all students; therefore, as an educational leader I will have to practice demonstrating principles of integrity and fairness, and know the federal, state, and local policies, guidelines and procedures. I will have to plan, implement, and evaluate policies and procedures within the school in order to support the student’s success. Data is an easy way to assess student learning, and to ensure teachers are following the policies and procedures that are in place through the federal and state guidelines. As a leader, I will need to improve on my knowledge of the laws that are in place (which are is also stated in ISLCC standard 6), and research the best ways to assess my teachers and students according to these
The authors continue to affirm that in closing the achievement gap, schools are required to use accountability methods to show student performance. Using data can aid in this process. When implementing great management skills, policy makers and other counseling leaders acknowledge the power of data to demonstrate academic achievement, and to promote counselor’s role in school reform. As a result of data collection and analysis, student will enhance their performance and close the achievement gap. Finally, the authors point out that these accountability strategies are necessary in a comprehensive school counseling program to deliver services to students and initiate program evaluation and enhancement.
Here is a summary of the skills I am supposed to learn in the Master of Education in School Counseling program. The intention of the Advanced Competency Assessment (ACA) is basically "to educate and improve student performance" (p.1). The Program Learning Outcomes are joined with the School of Education Conceptual Framework that combines Knows-Implements-Believes specialties in the Advanced Competencies for the school counseling licensure program. Program learning outcomes also combine characters that should be observable in the individual. Including: Social responsibility – Commitment - Reflective Practice – Integrity - Professionalism (S-C-R-I-P).
Itcan also be used to monitor readiness skills. When using CBM, the instructor provides thestudent with brief, timed samples, or "probes," constructed of academic material taken from thestudent’s school curriculum. In addition, the CBM graphs are able to provide you with greatinformation that can be shared with parents, teachers, and administration. CBM is an effectivetool when determine if a child should be retained or not.Progress monitoring is extremely important, and should be done frequently. Continuingprogress monitoring grants teachers and schools to adjust and modify instruction to expeditestudent growth, success, and learning.