Assessment Of The Current State Of School Program

Change is difficult, making changes in schools can be extremely difficult. Schools have many moving components; students, teachers, parents, the community and the required curriculum. Schools have to contend with numerous outside factors that are beyond their control. With all the things that contribute to the running of a school change is not easy, making significant changes can be extremely challenging. Change cannot be facilitated if the problems or concerns are not identified. The identification of problems can be one of the most difficult steps. When identifying problems, it is best to use data to support the need for change rather than personal feelings.

According to Michael Fullan (2016) in his book, The New Meaning of Educational Change, successful organizations that demonstrate change followed principled concepts of change. The reason for their success if that there is tangible proof of alignment in keeping components of actions. Fullan (2016) stated that successful change incorporates five factors. In this essay, three of the five factors will be discussed and an example of an organization using components of the change be revealed. Often when organization shave to go through the process of change it means either they have gone through change to repair broken areas or they are going through change as a reflective exercise before embarking on a larger scope of practice perhaps to expand into new growth within their organization. In either course, the larger concern is that organizations must embrace change and engage in meaningful constructed ways to promote the best growth with the fewest steps to reach accomplishment. A key decision factor to change is whether an organize will change because they adopt a model and see a better way or whether they want to save their resources. Fullan (2016) suggested that the reason for the change is largely to work is because, the organizations, “Define closing the gap as the overarching goal,” “Assume that lack of capacity is the initial problem and then work on it continuously,” and “Stay the course through continuity of good direction by leveraging leadership,” (Fullan, 2016,

On January 30, 2018, at 2:00p.m., my newsletter presentation was given to four teachers in the exceptional children’s department at Douglas Byrd High School. It was important for me to review the newsletter with my coworkers because our work team is currently in the process of gathering new information for the start of the new semester which began on January 26, 2018. The age range of the students in our department range from 15-19 years of age; however, because of their varied learning disabilities and function levels, we use a lot of beginning reader teaching methods in an effort to work more effectively with all of our students.

Identifies skills, theories of change, program designs, partnerships, and ways of building schools where students achieve.

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

For the purpose of this assignment, the leader I have chosen Ms. J, the principal of a charter school in New Orleans charter school named Harriet Tubman Charter School. Ms. J was also a founder of a school network that oversees 3 elementary to 8th grade schools. Founded in 2011 the schools now serve over 1700 students in the New Orleans area. Tubman Charter school has a staff of eighty. Ms. Lauses role is to oversee eight staff members that ensure that the school produces leading results for the state as well as promising scholars that will path their way to college. As the principal of this school specifically, Ms. J has large obstacles that go beyond the walls of the school. Harriet Tubman Charter school is within a neighborhood that struggles both economically and educationally. Almost 100% of the scholars qualify for a free lunch and are black or Latino and the kindergartens scholars that arrive on the first day know only one or two letters of the alphabet. Historically before Hurricane Katrina in New Orleans on 38% of public school students graduated high school (quote). While most people see this as a place where most people see extreme challenges, Ms. J see’s it as an opportunity for change and promise.

This school is a title one school serving more than 400 students. Out of this student population, 85% of students are economically disadvantaged. The school also serves students with disabilities (31%) and English language learners (6%). The dominating ethnicities are Black or African American (51%) and Hispanic or Latino (40%). This is an ICT fourth grade classroom with around 25 students between the ages of eight through ten. There are two teachers in the classroom, one specializes in special-education and the other in elementary-education. The students learn best through logical/mathematical, verbal/linguistic, bodily/kinesthetic, and interpersonal activities. Most of the students in the classroom are visual learners. Therefore, organizers, timelines, and artistic activities benefit their learning the best.

Teacher leaders and administrators play a vital role in the overall organizational structure of a school. As discussed in Educational Leadership, there are ten roles that teacher leaders tend to gravitate towards. The roles of teacher leaders vary according to duties and responsibilities placed on the teacher leader, they include the following: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner (Harrison & Killion, 2007, pg. 74-77). As a teacher leadership at Lake Oconee Academy, I personally see my duties and responsibilities covering several of these roles. Since the beginning of my employment at Lake Oconee

Introduction: Mr. Nichols thanked everyone for attending. He explained why the subcommittee was developed; the goal is to have a workable plan ready for the fall. Mrs. Everly thanked Mr. Nichols for his leadership on the Board, and by bringing this conversation to the table, we can only get better. At the administrator meeting last week with Mrs. Joseph, administrators talked about the communication issues within the discipline process that need to be worked out; there is a need to tighten up communication between the office and teacher. Mr. Nichols noted that central office administrators have already been working very hard on this subject, but he thinks it is important for administrators to receive input from teachers and parents.

and to build a world culture of human beings who resolve disputes in ways that

In light of accountability requirements, fear of not meeting AYP (Annual Yearly Progress), and required school improvement plans, often the idea of “school improvement” is considered a negative attribute. Obviously schools do not want to be singled out or identified as in need of improvement. Teachers often take the same view towards the idea of improvement. We as teachers take very personal that concept of improvement; we often parallel the need for improvement to failure. However my belief is that effective schools are always in a school improvement process and effective teachers too also are constantly adapting their practice in a culture of continuous improvement and growth. Therefore it is important as an effective leader to build a community of trust and collaboration. I quote “We are all in this together. Once we know that we are, we’re all stars and we see that we’re all in this together.” (Disney High School Musical, 2006) These lyrics from a popular Disney movie put to light exactly the school culture where the goal is not personal but as a community to use data driven and research based approaches in reflection and growth that assist all stakeholders.

As an educational leader, I must have a vision and mission statement for the school that is known by the staff, students, and parents. The vision will address the needs of the students academically, emotionally, and socially. According to DuFour (1998), “ Those who seek to transform their school into a professional learning community as characterized by an environment fostering mutual cooperation, emotional support, personal growth, and a synergy of efforts.” The leader must implement a plan that will cultivate the success of all students. The mission will speak to the direction of the school community stating what the desire goals are. The building leader will lead by example. High expectations will be communicated and encourage by staff and students. The educational leader of a school must develop a culture of team work to create a climate that is student friendly. The vision mission and goals of the leader should be transparent. The establishment of common goals is the first step. Without common goals, sustainable progress will be impossible and thus everyone will have lower expectations. The students, parents, and staff should be commented to the goals of every child reaching their full academic potential. The school environment should speak to goal setting and high expectations for all students and staff.

As the leader of a 21st century school one must embody the qualities that best reflect the ever-changing face of education. Traditionally, the leader of a school focused a large portion of time and energy on typical managerial functions within the school. These tasks, although important, will not propel a school to achieve excellence. Today’s school leaders must be visionaries who create a sense of purpose driven unity. As a transformational leader, one must also be the beacon of learning in establishing and effectively cultivating professional learning communities. One must recognize and further develop the leadership skills of those within the school in order to ensure the vision and mission of the school is achieved. Keeping in

School improvement is transformation. It is one of the most important actions of a school. It is a process that schools must use with fidelity to ensure that at all students are given the opportunity to perform and achieve at exemplary levels. School improvement is vital to schools and it is a process that cannot be done in isolation. It requires team work, collaboration, and constant analysis of data and setting of goals. School improvement goals focus on how to meet the needs of students. Addressing the educational needs, funding, and achievement gaps between subgroups is collaborative effort involves everyone that has a vested interest in the schools. These basic measures set the foundation for improvement. And so, if it is the

America is a blessed country in numerous ways, and its citizens reap the benefits. Free education is one major benefit that not many other countries provide for their citizens. While it is only a privilege to many, but in the States, people have the right to be educated. However, free education cannot be translated to success for all. For those motivated ones who cherish the privilege to be educated are those who climb up the success ladders later in life. For a certain majority of students in the States, our current educational system may not seem to serve its purpose. In this paper, I will explore two possible adjustments that could be made to improve our system to benefit our next generation. Academic improvement and class size