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Comparison Of ISLLC Standard 1 And Function A

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Chapter two of the textbook revolves around the learning community within each school. While many communities fail, these groups of people have the ability to foster change (Kalkan, 2002, p. 1620). The learning community will aid the leader in pushing forth his/her vision for the year and will empower the stakeholders to assist in said vision.

By collaborating with the staff as mentioned throughout the chapter, the school leader is able to uphold ISLLC Standard 1, Function A. This collaboration not only helps to develop the entire plan for the year, but it also empowers to the teacher or staff member by giving that person a voice. When all individuals play a role, the implementation of the plan is more likely to succeed; thus, the pivotal
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Teachers should put enough details in their lesson plans, and they need to ask themselves some question about the plan such as who are the students, what they want to do in the class, and how to teach them. Meanwhile, teachers should consider how to deal with unexpected situations. The author indicates that lesson plan does not have a

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One strategy that reinforces learning through collaboration is team teaching. In the classroom both teachers are positioned at the front of the classroom with different responsibilities. For example, one teacher may write notes, while the other delivers large group instruction. Through team teaching, both educators can bounce ideas off one another or show students two different methods of solving a problem. This strategy is most effective in a coteaching partnership emphasizing give and take.

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Scheduling in schools are critical for a day to run smoothly. Elementary schools should ensure students are constantly monitored throughout the day. This can cause teachers and staff to lose crucial planning time, but student safety is always top priority. Using the Interstate School Leaders Licensure Consortium (ISLLC) Standards building leaders will know how to handle implications and make adjustments when scheduling becomes an issue in the school building.

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Because of the diversity that exists among our student population, it is important to offer an education that meets those diverse needs. This includes fostering an appreciation for the unique qualities students bring to the school community. Through working collaboratively in the classroom, students grow both academically and emotionally as they achieve project goals. In order to meet student needs, teachers must be prepared with the latest in professional development strategies to differentiate instruction among all learners. It is the responsibility of the district to provide comprehensive professional development and resources equitably to the teaching

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3). Her twelve principles of needs assessment; safety; sound relationships; sequence and reinforcement; praxis; respect for learners as decision makers; ideas, feelings, and actions; immediacy; clear roles and role development; teamwork and small groups; engagement; and accountability are based on theory that encourages transformative learning. They create a framework for a learning environment that is safe, respectful, empowering, and responsive to maximize learning. These principles, in tandem, engages the learner and makes the educational design comprehensive. They “begin, maintain, and nurture the dialogue” (Vella, 2002, p.

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Every year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. This survey helps school leaders understand what key members of the school community are saying about the learning environment at their respective schools. The information captured by the survey is designed to support an exchange of ideas among all members of the school community about how schools can become better places to learn. The DOE benefits from this survey because they provide a clear picture from its customer perspective, highlighting strengths, areas that need improvement and areas for further investigation.

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Each of the standards supports putting students’ interests first as they all state educational leaders “promote the success of all students,” (Sergiovanni, Kelleher, McCarthy, & Wirt, 2009, p. 91-97). Furthermore, Standard 4.2a elaborates by adding, “including interactions with individuals and groups with conflicting perspectives,” (Sergiovanni et al., 2009, p. 95). In all situations, educational leaders should follow the advice of Colin Powell and the ISLLC Standards by making all decisions on the basis of serving the

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The activities and artifacts that were selected from Standard 1 demonstrates my ability to support student academic achievement by means of implementing school plans to achieve goals; promote continual and sustainable school improvement. As a school administrator intern, standard 1 has provided me an understanding of how to collaboratively develop, articulate, and implement plans to benefit all students. School Improvement Plan I am working collaboratively with school administrator to develop a school improvement plan (1.1-1.4). The school improvement plan is a road map that will serve as the school’s organized process book used to ensure the success of all students.

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It will make both the paraeducator and the teacher clear on what is desired to be accomplished for the school year. To feel a part of the learning team would make me feel as though I was

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I will provide two examples I have personally observed. This month is Spanish heritage month, and at work the elementary Spanish and music teacher have teamed together to integrate Spanish heritage and music. In music, students have been learning about Spanish musicians and learning Spanish songs. My second example is from high school, and shows that collaboration can happen at all levels and between all subjects. My junior year of high school my American History teacher and English teacher collaborated on a research project.

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JoAnn Kocis, “At Lincoln Elementary School we are committed to developing students who can successfully read, write, and problem solve”, this will be portrayed in this PD as well as through the implementation of it. In fact, teachers will not only discuss how to implement the strategies delivered through the PD, but they will be given the opportunity to work in collaboration through the implementation of those strategies in lesson plans to be utilized in their own classrooms. This PD will be creating better opportunities for all; teachers will be learning how to enhance learned strategies into their lesson delivery through meaningful text based classroom discussion, while students will be given the opportunity to learn from discussion, to buildup learning through someone else’s reaction while promoting oral interaction among all students. Students will feel eager to participate and proud of their input to the class discussion. In fact, this PD will reinforce a positive classroom atmosphere in which all members will be building novelty through the use of a respectful classroom

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Mrs. Jones stated that keeping a team calendar was a necessity for co-teaching communication. Mrs. Smith conveyed that it was also important for them to remember that they both had the same goals and that they were there to support each other. They were also in agreement on how to handle disagreements. It is important that any disagreement or conflict of opinion is addressed immediately. As a team, you cannot allow issues to escalate because it not only affects your teaching relationship but also affects the student’s success.

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According to Epstein's theory, all six of these types of inolvement are likely to lead to successful partnerships between parents, school and community. The categories can also be subsumed into three broader categories: Home-based involvement, school-based involvement and home school communication (Fantuzzo,

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Now, having no official teaching experience before, I was startled when it came time for me to design the lesson plan. My students knew literally nothing and my aims were manifold. Rather intuitively, I realized my lessons should be based on my students’ needs, so first I conducted introductory informal interviews about their goals and expectations and later while observing progress and dynamics in class, I would adjust some of the topics and activities to better suit my students’ needs. Clearly, my major goal was to improve their communicative competence, but I also kept in mind that both groups took my classes as an extracurricular activity, so I had to present these two hours in form of enjoyable intellectual stimulation, rather than a standard lesson, so it had to be structured in a way that would combine different types of activities while also engaging all four

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