Community School Team Members Effectively Executing The Mission And Implementing Goals

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

ELCC 4.2 states the importance of community relations in order to reach the different cultures of the school. The community offers many resources that can be over looked by schools. In order to meet this standard was the school crisis plan evaluation. Within this activity I had to create a task force team made up of school and community members. The task force team looked at

In order to improve East Bridgewater Jr/Sr High School in hopes to once again achieve a level one rating from the Commonwealth of Massachusetts’ Department of Elementary and Secondary Education, I have identified the three following goals in hope to increase the school’s rating. Two of the three goals have a direct impact on the school 's ranking while the third has an indirect correlation. The three goals are as follows:

Strategies that are in place are teachers and administration walk-through with feedback for growth. The school also provides support for teachers whose performance was

When a school receives a negative or unsatisfactory rating it will be important that as an administrator we do not hide but rather face the problem head on. If we try to dodge those who are concerned it will only lead to more anger and fractured relationships. It is important that we focus on maintaining and improving upon our relationships. We need to capture the communities and parents trust through our actions toward improvement which can be supported by data. Per, Maze of Mistrust Parents, Educators, and the Challenge of Public Engagement business groups, local government officials, taxpayers, and civic organizations were sometimes clamoring for change and often mystified by what the schools were up to. Now is the time that we must

Destination 2025 outlines several goals that SCS hopes to achieve. Those goals are as follows, 80% of seniors will be on track to learn in a post-secondary classroom or enter the workforce straight out of high school, nearly twice as many as in 2014; 90% of students will earn their high school diploma on time compared to just 68% in 2014; and every college or career-ready graduate in the class of 2025 will enroll in a post-secondary opportunity. With these goal targeting specific age groups and grades, the impact will be greatly seen. Parents, community members, and teachers alike are joining forces to ensure that the perfect level of high-leverage priorities are set in place to better focus on achieving the goals set forth. There is a 10 year gap between SCS standards now and standards in 2025, but those teaming up are making it known that it is important to have all efforts and resources evenly spaced out to guarantee early literacy, post-secondary readiness, teacher and staff development, high quality schools, and community engagement.

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.

The secondary survey, created by me and my team, conducted by invitation using a sample group of faculty members with the responses being anonymous. The responses from both surveys were used to create an action plan for improving Hoke County High School in the five areas aforementioned - empowerment, leadership, facilities, resources, and time. The percentages for responses and written answers were placed into a presentation

Professional development took on a new identity in 2010. The National Staff Development Council (NSDC) began focusing on “professional learning” and rebranded the idea of professional development. “Learning Forward”, as it is now referenced, embraces professional learning that increases the effectiveness of educators and grows all students (Learning Forward, 2011). A new focus on professional learning evolved into the creation of new standards, these new NSDC Standards now focus on educator effectiveness.

The first step in the evaluation plan was working with the Site Director and the Assistant Site Director to create a logic model that provides a simplified picture of the relationships between the program (resources, policy inputs, activities) and the desired outcomes of the program. According to logic model toolkit created by The Regional Educational Laboratory‐Northeast And Islands, “Logic models present a theory of action or change that drives the program or policy, and makes explicit any assumptions about both the resources at the disposal of the program as well as the rationale behind the effort” (Shakman, 2014 pg. 11). The logic model for The Spring Creek After-school program included core components such as a problem statement, program

When considering the rich array of both quantitative and qualitative approaches there is available in research for collecting the data one needs; surveys, observations, interviews and reflection sheets are typically mentioned and consider as forms for determining the effectiveness of professional development sessions or programs. A survey that is conducted after PD sessions that contain about five statement questions that asked participants to rate it and are based on a rating scale ranging from five being the strongly agreed upon to one-strongly disagreeing upon is a method to consider when collecting the data. Once again according to Hayes et al., (2007) formative evaluation in the daily lives of teachers using the new instructional practices is another method of collecting data to develop further PD. Klassin, Krawchuk, Lynch and Rajani (2008) report in their research the use of semi-structured individual interviews as a technique for collecting qualitative data to gather background information and asked open-ended questions about the current PD sessions attended. Besides surveys and semi-structured interview, a 3-2-1 exit ticket approach after the learning session can also be used to help teachers reflect on the material presented. In addition, well-designed surveys,

There were several sources used to obtain information provided in this report. The first and main source used was from the Cataract Elementary School website. This source provided information concerning the school, and academic affairs. Another source used was my personal experience of walking around the school, and taking note of pictures, and children’s artwork on the walls. Also from personal experience, the mission and school mottos were obtained from seeing the school walls, and were included in this report. Another source used was The Niagara Falls School District handbook, providing a plethora of information regarding school rules, activities, and community service opportunities for students and families. Two sources were used concerning NYSED data assessment. The last two sources concern strategies to use in future years of teaching, providing great examples of what to incorporate in a classroom.

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.

School chosen & description of the community. Since I live in Los Angeles and most of the volunteer work I do takes place in Los Angeles, I have decided to construct this paper on a school in the Los Angeles area. The school and community I will be focusing on, is located in South Los Angeles near the Gilbert Lindsay Community Center Park. Since I did not receive approval to use specific names for this school and its faculty members, I will be addressing this middle school as Titan Middle School. For this assignment, I have also had the privilege of interviewing Behkie, city impact manager, from The Mission Continues, which is the non-profit organization I volunteer with, as well as a teacher who currently works for Titan Middle School.

When reflected back upon my internship and all the different activities that encompass the ELCC standards, I was amazed how most assignments can be related to school improvement. I can consider that I believe the class was school and community relations my topic research was Response to Intervention. (RTI) In my current district the graduation rate is around 86% compared to the State of Arkansas at 80% and national average in the mid 70’s.