Management, Supervision, And Evaluation Of Non Instructional Personnel Essay

The Seven Basic Beliefs about Guidance help teacher’s to establish effective guidance practices by identifying effective guidance strategies that are developmentally and culturally appropriate, based on respectful and supportive relationship with children. The three dimensions Positive Climate, Teacher Sensitivity and Regard for Student Perspective of the Emotional Support Domain

Task 4A Template Be sure to support all ideas below with unit concepts/materials/research Opportunities for learning could be used to make staff development meaningful for teachers by: Using Glickman (2014) as a reference point, there are two types of opportunity for learning that could be used to make staff development meaningful to teachers: integrated school-wide staff development and individual professional development. When using an integrated school-wide professional development, "it is critical that all members of the school community provide input into the school wide professional development goals” (Glickman, Gordon and Ross-Gordon, 2014). Moreover, the administration must provide an expansive objective for professional development so that all participants can adopt it and stay consistent with the school’s objective. A perfect example of a school-wide professional development would be addressing student discipline (Glickman et al., 2014). While certain groups of teachers might want to compare their decision with other schools, other groups could choose ”to attend a training program on effective discipline” (Glickman et al., 2014). When using individual professional development as an opportunity for learning, it is significant to consider the teacher’s personal input to the school-wide

Section 1: Using the telephone This section will help you to evidence Learning Outcome 1: 3. Describe two methods that you can use to calculate postage charges for mail and / or packages. [2.3]

What do I think about positive guidance? In my opinion, positive guidance simply means to guide many children’s behavior throughout the school day from using acceptable behaviors, modeling empathy and respect, and creating suitable rules and routines in the classroom. Why positive guidance is important in the classroom for

All adults who work within in a school environment have a responsibility to themselves and the school to model a high standard of behaviour, both in their dealings with the children and with every other adult within the school as their example of behaviour has a significant influence on the children’s behaviour. Good, strong teamwork between adults will encourage good behaviour in children. All staff must be effectively prepared and supported for their role and receive the appropriate training needed to support the children in their care. A child or young persons need for help and support must be properly co-ordinated

She recently received her specialist degree in School Counseling from Fort Valley State University. When asked what were the most challenging issues in supervision, Ms. Lord stated that dealing with personality differences, supervisee resistance, and training management were issues that stood out the most for her. Ms. Lord described herself as a team player who will do what is necessary to serve her students so if she needs to stay at work later than normal, perform tasks that aren’t necessarily in her job description, etc. that is what she will do. She

Running Head: LEADERSHIP AND SYSTEMATIC CHANGE Leadership and Systematic Change Ronte Harris Grand Canyon University: EDA-575 January 16, 2013 Often times the largest and most complex challenge in leadership is the ability to recognize the need and institute change. Many times leaders measure their success on the success of the change plan rather

This study investigated teachers’ perception of Administrative Support they received from their schools, while teaching deaf students with additional disabilities. A total of 40 teachers from 5 schools, in 4 states, completed a self-reporting survey on the actual support they received and support they perceived they needed, when teaching deaf

For the past few years the Prairie Spirit School Division has included, in its staffing of schools, a percentage of time for each school devoted to staff growth. A learning facilitator, or in some cases learning facilitators, is appointed in each school to use the time devoted to staff growth. The position of learning facilitator can lead to a shift in the organizational structure of the schools in the division. While the position is not one of authority, or pay increase, the introduction of a new position where one works closely with staff to facilitate growth creates an unofficial leader who works along side the administration team. The learning facilitator is tasked to not only facilitate growth but also to promote the directives of the

My passion for teaching will continue from a different perspective now. One gain from the supervision cycle is that I now place a higher value on listening and discussing with teachers. I often would ask myself if being a principal is what I want to be, but this great experience has confirmed for me that helping others and seeing them grow is my passion. Glickman, Gordon, and Gordon-Ross (2014) define the clinical supervision cycle as assistance for the enhancement of teaching and learning (Glickman et al., 2014, p. 9). The goal of clinical supervision is to foster teachers’ learning skills, improving instruction and student learning. Therefore, I do want teachers to feel I am there to support them in all aspects through the collaboration based on their individual needs. This experience makes me think that I will always be a teacher and I will always be a learner with teachers; the same way teachers work with students. I want them to be open with me so that together we can implement changes in the least restrictive way possible. I look forward to practicing the clinical supervision cycle with teachers the coming year. I have enjoyed and learned so much in this experience, but one thing stays in my heart is the fact that teachers aim for constructive feedback, this allows many positive opportunities. As I listened to Ms. Aguilar during the post conference, I realized that feedback provides a foundation for a positive teacher- supervisor relationship. By providing appropriate feedback, the teachers understand that the supervisor is genuinely concerned about their growth. This component also enhances a teachers’ self-efficacy and provides an avenue for motivation. The ultimate goal of supervision is for teachers to improve their knowledge and skills in order to make schools a more efficient and effective learning community for all

The benefit of becoming a school administrator will allow me to touch the lives of many students to help them achieve their life’s goals. I will be responsible in motivating staff and holding them accountable while implementing school-improvement strategies such as using data to identify and plan for needed changes in the instructional programs, which is equally important in meeting the goal. I will have involvement in setting educational standards, goals, establishing policies and procedures to enforce discipline, evaluate curricula, teaching methods, and to comply

The first step in classroom management is to create an environment where students feel cared for and valued. To do accomplish this, teachers need to build positive student-teacher relationships. Marazano (2003) reports in his book, Classroom Management That Works, which is cited in the Jones and Jones (2013) book, that “Positive teacher-student relationships were the foundation of effective classroom management” (p.56). I am committed to creating a safe learning environment that is organized, structured and conducive to student learning. While influencing a classroom of community learners, I strive to also build positive teacher-student relationship with all of my

Everyone is responsible for developing positive relationships with parent and the community. This would include the administrators, certified teachers, teaching aides, secretaries, custodians, maintenance, and bus drivers. As in the video the principal talked about how it is important to make sure that all the staff felt like they were part of the team and was aware of what was happening in the school. The community sees any employee of the school district to be a trusted individual that should be able to explain and talk about what the school is doing. It is important for an administrator to have an open relationship with all staff where they feel like they can have input on decisions about school issues. No matter what their job title is they should feel like they are an integral part of the team. This in turn will allow all school employees to feel comfortable developing that positive relationships with the parents and community.

Being in education, every position somehow helps or assist students some kind way. Whether it be the cafeteria worker, counselor, teacher, nurse, member of administration, School Resource Officer, cleaning technician (also called custodian or janitor), or paraprofessional, everyone has similar outlooks if they work closely with children. Their interaction and their perception of the adolescents will vary. The interviewees include: Jerome Stevenson (Assistant Principal), Chelsea Harris (School Nurse), George Garrison and Katrina Carlos, (special education instructors), LaKendrick Jones (Business Education Teacher), and Kevin Ware (School Counselor).

Introduction “There is an unequivocal correlation between student achievement and teacher quality.” Direct supervision and evaluation of teachers should effectively address teacher quality, and thereby effect student learning and achievement. Bret Range, an associate professor of educational leadership at the University of Wyoming has written two papers and maintains a blog