A Study Interview On Relationship Between Education And Educational Policy Making, Tell, ( 2012 )

Facilitating a foundation in academic or philosophical pedagogy can help form a path for the educator, a path to better understanding teaching, education, learning and learners. Often, most of the programs designed for learners and the curriculum is often derived from theories. Understanding theories can help guide a teacher through their education journey. Sometimes, teachers may struggle with classroom organisation or implementing the curriculum in a considerate, all-encompassing and engaging way, especially if you are a CRT or Graduate Teacher - and often these concepts can help inspire and encourage teachers. To be an empowered teacher means your classroom and students will be empowered learners, and that is the best type of learning. There are many theories that have contributed to education as a body and has many of these theories help educational departments plan curriculums to benefit not only teachers but also all students. What makes for a great teacher is considering the characteristics of the local community as well involving students’ families’ in the school body. Influences that help shape a teacher’s identity can include…

Teacher Collaboration measures the degree to which teachers engage in constructive dialogue that furthers the educational vision of the school.

Vouchers can either be downloaded from the canparent website to a computer or mobile phone, or paper vouchers are being distributed by children’s workforce professionals in the trial areas and vouchers can also be collected from Boots stores in the trial areas.

Quality in education is one of the most discussed issues around the globe among educational community. There is an emerging consensus that quality in education depends on the enabling inputs, educational processes, teachers’ abilities, and learners’ characteristics and the specific context.

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.

I have submitted the Western High Case study as an artifact to meet Standard IV. This case study provides an example of how an educational leader applies knowledge that promotes the success of every student by collaborating with faculty, staff, students and community stakeholders. It provides an opportunity for the school and community to work together and on a common goal. It shows how valuable the community and its resources are to the success of a school. It is evident schools and communities need each other for the success of their students.

“Educators have known for quite some time that building a collaborative culture in which people work together interdependently to fulfill their shared purpose and achieve their common goals is an essential strategy for sustained school improvement,” (DuFour & DuFour, 2008, p. 173). ISLLC Standard 1, working toward a shared vision is an exemplified in this process; and Sorenson & Goldsmith note that encouraging people to collaborate is a one of the ten most wanted strategies for school a positive school culture (p.

George Esposito is a Graduate of Saint Francis College in 2013 with a Bachelor’s Degree in Secondary Education with a concentration in Social Studies. He has a Master’s Degree from Brooklyn College in Social Studies. He has taught at David A. Boody Junior High School for 4 years. George Esposito has been a Teacher Leader for two years where he led teams in analyzing student data, teaching practices, and common planning teams. Throughout his career, George has spoken at the Gates Foundation and Learning Forward Conferences on teacher leadership. George has presented at several locations around the country on Micro-Credentialing and Teacher Leadership.

All of this is hinges on the maintenance of economic prosperity, stability and further opportunity, none of which are a stable element. The global financial crisis bears evidence to this, which occurred in 2008 alongside the introduction of this policy. Thus, education reform is seen as a replacement for both economic and social changes and the implications that trickle down are that teachers and teaching are now focuses of criticism and inquiry (Luke, 2006,

10) to enable teachers to do new activities gradually without leaving out what is working with existing activities. Some principals may accept an administrative approach to PD in which it is authorized and dictated. It leads to transmission patterns of PD in which teachers act as technicians doing someone else’s plan (Kennedy, 2005). Others, though, may select a more cooperative approach by focusing on gaining teachers’ hearts and minds and a need of improvement for school collaboration. This kind of leadership is often associated with transformative frameworks of PD in which teachers are supported to do work in collaboration constructivistly to change their activities to satisfy students’ needs in their contexts (Kennedy, 2005). Teachers are supported to do work in collaboration to share their skill and to take a risk as a group (Sergiovanni, 2005) which may result in greater abilities to change and school development (Bryk and Schneider, 2002). Conversely, if principals authorize collaborative activities in a manageable approach, ‘contrived collegiality’ (Hargreaves, 1994, p. 247) may result, which leads to a negative influence on maintaining collaborative

Educational policies are the rules, guidelines and or boundaries that have shaped my career as student, a teacher and most recently as an educational administrator. Throughout my career I have not questioned always questioned the reasons for the development of these policies. From the readings in this course, I have begun to examine the how and why of policy development and beginning to understand role the policy analysis has in the evaluation of educational policies over time. The role of the state, the role of the individual within the state, changes to political ideologies and the development of globalization have all directly impacted policy development and the directions that education has taken over the last century.

Fundamentally the role of the classroom teacher is to implement strategies to support, engage and extend the learning of all individuals. In order for this to occur we need to also consider how we involve, collaborate and communicate with parents, fellow colleagues and specialised teachers. Ashman and Elkins (2008) state that teachers need to make themselves aware of the support systems they can access or create to support the needs of all students. This in turn will ultimately enhance teaching potential allowing teachers to fully maximise learning for all. I personally believe that collaboration is not only essential to the professional growth of teachers (Cramer & Stivers, 2007), but a vital key when acting in the best interest of the students and their families.

Just then, the country had a poorly educated population and few schools or universities. Even though the education system has expanded to a great extent since then, debate continues about the curriculum, and, apart from a few elite institutions, quality remains a critical concern of educators till date.

Quality is positioned as a strategic objective in the national policy document. It is internationally recognised that teacher professionalism plays a central role in education quality (Avalos & Barrett, 2011). Policy makers and researchers come to agree that among all the school-based practitioners, teachers have the greatest influence on student achievement (Santiago, 2002; Schacter & Thum, 2004). UNESCO (2004) also lists “processes (competent teachers using active pedagogies)” as one of the indicators of good quality education (p.29). Analogously,

Through a qualitative study Telli (2013) captures a remarkable views regarding quality education from lawmakers, teachers, parents, and activists. They definitely, promote quality education based on accessibility, and availability of tools for teaching and learning. They value teachers, teaching procedures, and curriculum reform as an imperative feature of quality education. In addition they underline the teaching and learning focusing specifically, “from content-based to competence-based” learning. Likewise, promotes children’s ability to navigate from exam failures (Telli, 2013, p. 2).