Challenges Of Building And Maintaining Effective Research Partnerships Essay

In the beginning of the twentieth century homework was viewed as an exceptional practice that helped students learn through practice and repetition. In recent years parents and educators were concerned that homework is taking away from “social experience, outdoor recreation, and creative activities” These experiences are necessary to a good childhood. So, let’s think about it, is homework necessary for success in school?

“Homework is arguably the worst punishment inflicted upon the student body.” One would think this extreme statement would come from the 10-year boys and girls who complain to their parents about the homework they have to complete. However, Rodney Jones starts of his argument against homework using this statement. He argues that homework does not help children taking up all their time. Continuing, he explains how parents should extend child’s knowledge out of school instead of homework and in the end these assignments do not help students grade. However, in contrast of Jones’ beliefs homework indeed benefits children’s learning through the small amounts of extra practice it gives to help the students excel.

In terms of role model effective collaboration, coordination, teamwork, and conflict management, Temple City Unified School District has enabled me to see how all

EDUC 512 Issue 1.5 Should Public Schooling be Redefined? Issue 2.6 Are Local School Boards Obsolete?

I teach in the Westside Consolidated Number Five School District in Jonesboro, Arkansas. The school district is a consolidation of three small rural town school districts Bono, Egypt, and Cash, Arkansas in 1968. I met with my mentor Mr. Scott Gaunt the school district superintendent on January 18, 2017 between meetings with district leaders and countywide superintendents. We met and discussed the community relations plan and identified the two most important issues for our district as identified in the poll by the Phi Delta Kappan and the Gallop poll. The issues were the lack of financial support for the school district to provide an adequate education for students and the testing and regulations imposed on school districts that lower educational time for students while in school.

Before everyone rushes off to condemn homework altogether, they should realize the many benefits provided when students take work home. Many times, repetition has been proven as “the law of learning.” When students do work outside of school, it helps reinforce what they learn inside school. According to Wendy J. Ponte, a freelance writer with three school-aged children, there are “no studies to back up the claim” that repetition improves academic performance. While some repetition might be helpful, Ponte points out that “When kids come home with 100 multiplication problems to solve, it becomes simple drudgery.” Can a love of learning be fostered in children who are overcome with hordes of homework?

At NSMS, to reflect on the dimensions of the climate of trust and patterns of collaborative working relationships, a historical understanding is key. Six years ago, my principal and I were both placed simultaneously at our site (this was unheard of previously in our district because of concerns about continuity), because of a “systemic” lack of trust and “entrenched” culture of conflict, dissonance and fracture between Admin, the staff, families and our larger learning community. In our strategic plan to address this situation, our initial interventions to help build and maintain collegial trust and collaboration are also practices we believe must be embedded and consistently used.

Furthermore, I feel confident in asserting that Park Middle School represents many, if not all, of the aspects expected from a collaborative culture. Overall, when reviewing the School Culture Typology Activity and protocol described by Steve Gruenert and Todd Whitaker, statements with the survey that reflects a “collaborative culture” certainly resonated with me. There were two components of the survey that caught my attention. First, there is certainly an openness amongst staff as well as administration. We are committed to openly discussing our practices and working together to make decisions that improves our practice. Secondly, our school promotes and provides opportunities for professional development, not only outside of school but every

Love, N., Stiles, K., Mundry, S., & DiRanna, K. (2008). The data coach’s guide to improving

These skills are important to the whole child, and ensuring they have a positive experience in school. Providing children with the proper skill development, helps them academically, and in personal relationships. The author of the article is Lawrence Kutner, Ph.D. who is a clinical psychologist and the author of five books on child development, and a professor at the Harvard Medical School. His article was published with Parenting.com, a well-respected and credible source for parenting information and resources. The information written will provide sound discussion of the importance of social emotional skills and how the recess can be a place of

20). Without a clear understanding of expectations, followers will have a difficult time making sense of goals, anticipated outcomes, and success criteria. As evidenced in observation data, Mr. Smith, Director of Elementary Education, provided direction for school administration, teachers, and instructional leaders at central office. He outlined professional development plans for elementary leadership for the 2016-2017 school year, developed a roll-out plan for standards-based reporting K-5, coordinated next steps for observation data related to school improvement planning, and established expectations for reporting student growth in literacy on a quarterly basis. Evident in his dialogue with teachers, administrators, and central office staff was his ability to listen to those in the trenches at the school level. While outlining expectations, goals, and success criteria, Mr. Smith understood that building a sense of community was critical; this leads to the next task of leadership – creating

My short-term research objectives are to develop research and educational frameworks to increase diverse stakeholders’ community-engagement in research. The plan involves

Crittenden, and Lyons (2014) discover that a culture of collaboration and teacher leadership is important and necessary components of a high-performing school. They sought to compare the culture of collaboration and teacher leadership between two rural high schools, one considered high-performing and the other considered low-performing. Authors selected 25 Kentucky high schools, 11 high-performing and 14 low-performing, to participate in this study. Schools were selected based on 2011 Grade 11 ACT Composite data. Survey data from the 2011 TELL (Teaching, Empowering, Leading, Learning) Survey were analyzed and compared to the Model Teacher Leader Standards (MTLS). The two areas of the survey were significantly different included Domain IV: Facilitating Improvements in Instruction and Student Learning and Domain VI: Improving Outreach and Collaboration with Community.

Los Angeles Unified School District has demonstrated strong collaborations with community partners in law enforcement, local government, public

Effective communication between schools, parents, the community and students forms the foundation in developing and maintaining partnerships.