A Summary On Action Plan

Aubrey Malphurs is the author of Advanced Strategic Planning and has written over two dozen ministry articles and books. Mr. Malphurs received a PhD in 1981 from Dallas Theological Seminary where he is senior professor of Educational Ministries and leadership and pastoral ministry, he is also the founder and president of the Malphurs Group where he serves as a trainer and consultant to various ministry organizations. Malphurs is a visionary leader committed to the call of equipping and inspiring others in the areas of church planting, leadership development and church growth.

The importance of Playgroups for children and the impact the SSSC qualification requirements may have on them.

The Nevada Department of Education released a theory of action proposal stating that their strategy for improving underperforming schools will focus on staffing quality leaders and teachers, developing diagnostics to utilize and analyze data to improve instruction, upgrading educational standards to Tier 1 instruction, increasing funding, establishing trust between parents and schools, and responsible collaboration between the school district and the local schools (Nevada’s Underperforming Schools, 2015). In addition to the proposed actions, the Department also proposed

I plan to use the input and assistance of my principal, administration, and other colleagues to assist me with necessary portions of my action research project. I will develop a written plan of action further in the project, monitor the project reflective, and prepare a research summary research report of the results of my action research project addressing the effectiveness of the implementation of the PBIS program at Otter Creek Middle School. My plans are for my research to be implemented further along with my principal internship after I have completed the course as well.

The plan outlines five goals that we have found for our school district. These goals show our commitment to provide the highest possible standards of education for all students in our district and to ensure the fair and equitable treatment of all members of our community. We consider understanding individual differences in each student and teacher so that we can adopt the appropriate programs of study for them of the utmost importance.

The organization strategic plan consists of addressing clinical quality, growth, and becoming a larger part of the community, and providing long term value. The annual report states the following strategic goals (Bon Secours, 2012):

At the beginning of the school year, administration will present the plan to teachers and staff and explain the importance of the academic integration and the positive outcomes that are possible. A “Leadership Team” will formed consisting of experienced literacy, math, and CTE teachers, an administration member, and the curriculum director. The Leadership Team will be responsible for evaluating academic standards and CTE standards and forming a literacy and math plan that can be implemented in CTE courses. The Leadership Team will also be responsible for developing ongoing teacher training to include literacy and math in CTE courses and correspondence with literacy and math teachers.

Headland Middle School completed our School Improvement Plan in May 2014. The school leadership team (including parents) reviewed the 2013-14 School Improvement Plan to assess if implemented strategies have been met. This information has been shared with faculty members and interested parents. In September 2013, the school leadership team and school faculty met to examine state assessment data and other data.

Our parish has seen a drop in the math scores with the new PARCC test. With this weakness being of the utmost importance, a responsible district leader, should engage in professional practice by ensuring that their administrators and teachers are working as a team to improve student achievement. Everyone should work together in order to promote positive change concerning this districts math scores. Observations should be conducted by the administrators and by district level supervisors in order to find any strength and weaknesses that may need to be addressed. ISLLC standard 2, states that the school administrator should sustain an instructional program conducive to student learning and staff professional growth. In order to do this, everyone on the team must be open to diversity and innovation, which includes the constructive criticism from the Danielson Rubric used during observations, and adoption of new curriculums. The district level supervisors have to provide professional development for all teachers in order to implement a new curriculum

The final identified recommendation is the use of a standardized action plan format that will provide the framework for change. Defined expectations and deadlines will ensure that progress is maintained amongst the numerous and diverse clinical settings. My role-modeling of this step will teach my management team how to utilize this tool as well as assist with setting the expectation that they utilize the tool with their staff members as well.

As the course of weeks of planning have interpose realizing a campus improvement plan is an essential item for any growth of a learning environment. Modifying our processes, teaching practices and student learning is vital to notice in order to make our action plan become successful. We must not forget the fact that our action plan is intertwined with the vision and mission set up by the administration team for the campus. Following this will be a chart as a draft of a school improvement plan based on the data acquired from Del Castillo Elementary. It includes a summary of the feedback and goals set by my principal mentor and

goals from the School Strategic Plan from the previous year and our end of the year local data. Our

Taking Action is a chapter that refers to the journey of a healthcare professional Chelsea Savage, who become an active participant of Nursing political policy after she understands the social needs for change and justice. She believes that the reason behind this opportunity was perhaps her infatuation for social justice, her curiosity for a new adventure and her mentors. Weeks after, Chelsea receives the invitation by her mentor Shirley Gibson to become a member of the Legislative Committee for the Virginia Nurses Executives, Her duties as a leader of healthcare organizations started, by contacting state leaders who would provide the support on nursing and healthcare issues.

Professional development principles Ben embraces are Rigor, Relationships, Relevance and Realness. Mr. Rhodes continually emphasizes that work needs to have relevance and rigor in assignments and that the relationships teachers build with students is essential for success. Specific content used for staff development goals are Glenn Singleton’s work (Equity), National Achievement Gap, High Performing Schools, 90/90/90 Studies, 21st Century Skills, Marzano’s Instructional Strategies, and Heidi Hayes Jacobs’ literacy work. A variety of activities for teaching new skills to teachers occurs throughout the year. These include study groups, guest speakers, ERO (staff development classes), open classroom visits, master teachers sharing best practices in literacy, differentiated instruction, , math, and culturally responsive teaching, conference opportunities, mentors, district content area inservices, building inservice days, monthly district content area meetings, partnerships with universities, Collaborative Action Research for Equity (C.A.R.E.) cadre, and monthly building equity meetings. Mr. Rhodes uses the district Teaching Learning Cycle (Plan-Teach-Monitor- Adjust) to evaluate and assess the learning goals and make improvements. Ben also meets with Ben and the leadership team about the goals and creates the timeline to provide training and analyze progress. Evaluation of the learning goals using the SIP (as a living document) and individual goals are important

As we review and synthesize data of a district for planning school improvement, the following information is needed to access and determine the needs of a school. First, a thorough analysis of performance data must be reviewed to see how school districts measure up with state and federal accountability. During this process, it is very important that schools focus the performance indicators that will guarantee growth and success. School teams must refer to the districts mission and vision to guide the planning process. The performance indicators will provide data that will be beneficial in creating improvement strategies. So, after careful evaluation of the data, the next step would be to plan effective methods and strategies that will improve student achievement. Moreover, this plan should include needs, demographics and opportunities for students to be successful. Additionally, the baseline data is important information to include in the improvement plan.