Enhance Student Learning
4. School Culture and Operations: Admissions, student code of conduct, discipline structures, attendance requirements, process and due process for student dismissal, grievances and parent complaints, population size, attendance zone, student recruitment, and student onboarding. 5. Academic Programming: Curriculum, project based, community based, academic advancement, State and Federally Mandated programming, 504, IEP and ELL services, assessments methods, instructional guidelines, STEAM/STEAM, compliance with state and federal mandates, summer programming, data cycles and
Establish a set of optimized, well-structured, and efficient communication processes at the College. Increased personal responsibility and leadership at all institutional levels. Protect the solid financial position and financial management of the College. Provide high quality customer services. (2019, December)
i. The School and College Administration should be bound to Revise practices, policies, and regulations to ensure complete privacy and information protection while enabling a model of assessment that includes ongoing gathering and sharing of data for continuous improvement of learning and teaching. ii. The School and College Administration should design, develop, and implement learning dashboards, response systems, and communication pathways that give students, educators, families, and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices. iii. The School and College Administration Should Create and validate an integrated system for designing and implementing valid, reliable, and cost-effective
Creating an environment where holding a high academic standard of learning comes from incorporating techniques that benefit the classroom as a whole. Observing educators during instructional times ensues reflection on one’s own teaching. The various teaching approaches in Doug Lemov’s Teach Like a Champion series include effective ways to engage learners, manage behavior, and set high academic standards. Techniques such as “Cold Call,” “Everybody Writes,” “Strong Voice,” and “100 Percent” all prove that using routines in the classroom the learning process. If utilized, these systems advance the effectiveness of learning, and manage behaviors in a professional setting.
21st Century Reading also presents their learning outcomes for each unit in the first few pages of the book. There are two lessons in each of the ten units that discuss modern day issues and topics such as the text generation, cyborg technology and happy planet. The book does not clearly identify vocabulary words, activities or learning outcomes although each lesson contains a section on vocabulary.
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.
In summary, I believe that the model can help guide reading for life program needs assessment and planning, monitor the process of implementation, and provide feedback and judg¬ment of the program’s effectiveness for continuous improvement. These unique features include context evaluation, ongoing process evaluation, and the model’s emphasis on engaging participants in the evaluation process to assess the quality of implementation and progress toward meeting specified goals; and use evaluation results for improvement and sustainability. The CIPP evaluation model can help provide adolescents with good habits of reading experiences and sustained interests in reading which in the long run, impacted positively in their academic performance across
After viewing the Common Core in Literacy video which discussed the sixth shifts in ELA instruction, I was impressed with David Coleman’s (2012) summary of the shifts when he said, students should “read like a detective and write like an investigative reporter. ” This is why I feel that the ultimate goals are the fourth and fifth shifts; text-based answers and writing from source. Being able to read text with intricacy, subsequently allows that information to be transformed into the writing process; making students college and career ready. This is a tiered process in which the instructor must first hone in on different informational text suited to meet the diverse reading levels of each student.
Explicit targeting of the intervention program and strategies to address individual students’ literacy learning is vital. The overall aim of the Literature Review is to consider a range of literacy intervention programs and strategies in order obtain sound research on selecting an appropriate literacy intervention program during my Action Research Project which could offer recommendations for the further development of literacy intervention strategies as a whole school literacy program in
(Hughes, 2015) Tier two interventions can include small group work twenty to thirty minutes per day or at least three times per week. This will allow the teacher to help the student and see where additional supports are needed. Matthew Burns states in the article “Simply allowing a struggling reader more time to read, even if the text is carefully selected to provide and appropriate level of challenge, will likely not remediate the deficit in the long run.” (Burns, 2015)
The teacher selects and introduces new books carefully chosen to match the instructional levels of students and supports whole text reading. Independent Reading time, when students choose their own appropriate books. Here, they can apply the cue systems and decoding strategies that they have learned during Shared and Guided
There are too many middle school-aged children identified as struggling readers who will face challenges that will hinder their matriculation towards receiving a high school diploma. The implications and relevance for middle grade school leadership are many. The findings should be ultimately useful in revising and developing new training programs, policy and procedures for current and future district school leaders. The findings are also beneficial for professional development, integration into existing middle grade principals, lead teachers and non-lead teachers as they engage in behaviors and practices within the reality of leadership
In each of my classroom arrangements, I have created enough room for my students and myself to comfortably be able to move freely through the classroom. Allowing me to attend to my students needs as quickly as possible. I have also created enough space for my students to wiggle and move to help them refocus and become re-engaged and sustain their attention towards my lesson plan. “Movement increases oxygen and blood flow, enhancing alertness and helping students keep bodies and minds engaged the task at hand. That engagement helps reduce off-task behavior, which makes classroom management easier” (Responsive classroom, 2014).
This review is being divided into three parts. The first part will be about reading comprehension where we are going to look on how people define the term and why it is important in improving
Schools are the second place after home where students’ behavior and future educational success are shaped. At schools there are many elements or factors that can influence the teaching and learning process that may take place. Rasyid (2012) stated that there are four perennial truths that make the teaching and learning process possible to take place in the classroom. If one of these is not available, there will be no teaching and learning process, though the learning process itself may still take place, they are: (1) Teacher, (2) Students, (3) Material and (4) Context of time and place. All of them are related to one another.
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