Factors That Affect The And Improved Outputs Were Imperative

Lastly, leading to accomplish goals is something everyone strives for. Leading by example is also important, I felt like if I did not work alongside my people, I could not expect them to work. Showing my associates how to work together and address any issues immediately is important to leading my team and accomplish the ultimate goal.

As schools were faced with these daunting expectations to meet standards, state agencies, school boards, and administration all had to re-evaluate current practices, not only in the form of what should be taught, but how it should be taught (Performance Evaluation Advisory Council, n.d.). In more appropriate terms,

The government’s expectation for teachers to achieve outstanding has been slowly increasing and has been placing educators under more stress for their pupils to succeed. The delivering of the curriculum should be the most important aspect of a child’s school vocation as this provides them with the foundation of knowledge they will need to gain employment in the future. The expectation from the government on schools within the United Kingdom is to consistently be providing respectable exam results annually and this is how they are being judged by such departments as Ofsted. Should the teachers be continuing to stay within the guidelines of the curriculum? Or should more emphasis be put out there to question whither effective primary teaching is all about just delivering the curriculum to children or based on annual exam results that are collected each year to critic the educational setting. This essay will critically discuss what effective primary teaching is and cover if teaching and learning is really all about results rather than nurturing the child to be prepared for life.

The No Child Left Behind act emerged as a result of a massive increase in the costs of schools, while failing to show an improvement in their students performances. (Paterson 32) Since these standardized test have been in effect teachers have been judged off them. The problem is that

Throughout the United States teachers consistently deal with annual changes to the education system, some that completely change the way they must teach in order to follow a strict teaching rule. Teachers cannot express the natural talent they own, without the freedom to use it.

Elisabetta Gualmini states in that in Weberian bureaucracies there are careers that require “legal training, are on a seniority and hierarchal system, and people are forced to comply to strict rules” (76). Similarly, Meier, Polinard and Wrinkle state that bureaucracies try “to institutionalize its demands on the school system by establishing rules” (591). Regulation on schools depends on basic bureaucratic rules according to Christian Maroy (72). Meier, Polinard and Wrinkle continue by saying that schools “[design] procedures that permit monitoring, and [restrict] discretion in the school system. Thus, democracy produces rules and leads to rigidity.” Furthermore, when schools are forced to meet so many demands and follow so many rules “[they] become too bureaucratic to respond to [peoples’] demands for quality education” (591). Lowood and Hailsham are both bureaucracies. They follow a

The topic of Standardized Testing is not only critical to the lives of students but also to parents, educators and those in control - government officials. The public has voiced its displeasure with today’s education system and a subject being discussed in the government and also the very popular presidential debates is the Common Core Standards and No Child Left Behind Act of modern America. These government issued Acts are mired in controversy as they have led to an education system governed by politics, with opposers claiming that education is now more focused on a school's’ statistics than an individual’s knowledge. Those involved with the introduction of the Acts, although they may have thought it would have brought about positive change,

First, within the context of the video discussions, No Child Left Behind (NCLB) represents a top-heavy approach to education with the federal government mandating reform and placing emphasis on testing outcomes. Indeed, NCLB is part of the accountability movement that has led to the development of ongoing measures that are designed to create statewide assessment systems to measure student performance in mathematics and reading and thus address areas for improvement among students not performing at passable levels in such subject areas (Ravitch, 2014). This framework has extended into the Obama administration (i.e., Race to the Top – RTTT), with an even greater importance attached to outcomes, where high-stakes testing remains the basis by which student success is defined (Ravitch, 2014). Second, measuring student progress has historically been a prevalent feature of the American public education system with respect to policy and practice. However, the underlying assumption of present accountability systems is that attaching consequences to education reform will elevate student achievement (Hursh, 2010). Using high-stakes assessments to retain/promote students and to withhold a student’s graduation diploma for not passing an exit-level examination are examples of how the current NCLB/RTTT accountability framework supposedly ensures that high school

The current version of the “Elementary and Secondary Education Act of 2001” is “The NO Child Left Behind Act of 2001”. Which supports “standard-base” education reform, each state is responsible for developing assessments in basic skills and standards. The Federal Government’s plays a part over seeing in annual testing, annual academic progress, report cards, teacher qualifications, and funding changes. This law was originally apart of the Johnson administration’s war on poverty campaign to improve educational equity for students form lower income families. This law has been revised seven time most recently in January of 2002. Schools who fail to make adequate yearly progress for two years in a row the school is flagged for a “school improvement plan”. Has to devote at least 10 % of its federal funding to teacher’s professional development, then if the school still does not show improvement within three years corrective action is taken and the school must interventions to improve school performance from a list of legislations. If improvements are not made for a fourth year are supposed to be restructured with more rigorous interventions. If the school still fails to make yearly progress in the fifth year there is actions taken such as reconstruction faculty, leadership and governance arrangements by converting to a charter school, or converting to a privately management company. The

The concept of SBM was the result of the call for a more flexible and responsive control structure. The hope was that this reform would improve the productivity of schools, school effectiveness, and student achievement (Odden and Wohlstetter, 1992). When analyzing the level of success that SBM reform had on the field of education, one quickly can identify that this reform goes beyond the surface level of purely symbolic reform. Rather, the problem that this reform was attempting to solve was both historical and political in nature. SBM reform is an example of attempted organizational change that demanded a deep look at authority and power. Since public schools are public institutions, institutional discourse can explain how it relates and shares

This view gives us a deeper understanding of behaviours as performances. A personal example of looking at a performativity culture and analyzing it, is the roles people play in everyday life. The role of a

system─ is on results. And while this focus on results is understandable (see, e.g., Schmoker, 1999, 2001), it is also important to consider the means by which the ends are achieved. The questions emerged: What was the effect of a political decision─ to demand public school accountability─ on pedagogical decision making? How might the demands of a new testing program affect how teacher teach and how children are expected to learn?

It is this approach by the government, over the years, which has shifted the views on teacher professionalism. The erosion of creativity and autonomy reduces the need to reflect and as the ATL states ‘Review and reflection may be pointless in an environment where the teacher is or feels powerless to innovate, where decisions and changes are always imposed from above.’

And more than a way of controlling activities, it is a guide that organisations should follow (Solomon, 2007). This is exactly what I tried to do; I guided and supported people in their tasks to do their best as we were under pressure to perform as the rest of students in our year expected. Issues as finding a proper salon to host the prom, or agreeing on what extra things we could put into place such a free bar taking into account a strict budget challenged my leadership style and management skills.

When reflecting on my experience as both a student and a life learner, I never would have considered myself a leader. In fact, I have always been the shy kid who hides in the back of the class and panics whenever it is their turn to respond to a question. College however provided me with an opportunity to develop myself as a leader. I became more active in school activities and actively sought out leadership roles. As I’ve progressed in my professional life, I’ve become more interested in what it takes to make a strong leader. When assuming leadership roles, I’ve always considered myself an authentic leader but I know I’ve often struggled in detailing clear goals for my group or organization. Thankfully, Enrolling in the effective