Teacher Perceptions

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.

This semester, I was a teacher assistant for Dr. Finley’s psychology 101 course. The experience to TA has been a really valuable, and rewarding experience. I’ve definitely gotten the chance to develop skills in the professional context. The variety of tasks and the workload pace was very enjoyable for me. The opportunity of being a TA at times proved to be challenging but I find ways to successfully manage some of these adversities. Overall, there’s a plethora of things that I can take away, and I plan to utilize some of these tactics into my future goals and career aspirations.

When the word school is mentioned, often, we first think about students and teachers. These two groups roughly describe the educational system. This assignment will focus on teachers as stakeholders in public school districts.

Rhonda Haus started her career in the secondary school system where she has seen and been a part of many changes. She gave a unique perspective into Regina Public Schools and highlight the systems specific goals along with their successes and failures. Underlining it all was her message to put the students and to provide the best education for all kids. These goals were measurable and attainable. Kaylan Gazda spoke about the elementary school system and her experience in a variety of grades and schools. Her time in an experimental classroom and in another country provided many challenges. However, those challenges and obstacles made her a better teacher for her current job in a split classroom. Jordan McFarlan was able to provide insight in process of building a new program in a high school from the ground up. He was able to list challenges he faced and ways to respond to those challenges. Jesamy Unger presented what is was it is like to be a student taking education and the lessons she learned throughout her journey. She gave us useful advice for our field experiences and the tip that not everything you need to know about being a teacher will be taught in school. Every member of the panel highlighted you need to make relationships and networks with students, colleagues and even

In conclusion, schools need to come up with a way to enhance student to teacher associations, better security measures for students and schools that are financially responsible. If schools can agree on a way to make class life better for students we will see a significant increase in schools production. The system is corrupt and without a plan cannot be fixed. Schools need a base to start in order to make progress to

Initially and still relatively concrete in thought, I sincerely felt that the leadership within the school hierarchy started with the principal and branched down all the way to the core teachers, specialists, and support staff, establishing that whatever the aims and jurisdictions set forth by the principal overtly shaped the nature of a school’s approach to reform and learning expectations. Additionally, teachers were expected to operate in their specific roles to advance those expectations set forth in large school staff meetings that planned

I have chosen to become a teacher because I believe that education is the center of a country’s development process and prosperity. I want to be an educator to play an effective role in my society’s revival. Besides, I have always dreamed to be a teacher; it is a passion, which I truly have since I was young. The strong teaching motivation, which I have is derived from the deep belief that teachers can make a big difference in their students’ lives. In addition, I believe that teaching is a noble profession, which should be taken seriously. I know that being a teacher is never easy; it comes with high responsibilities and obstacles, but I am sure that I have suitable qualifications, which make me eligible to overcome them. Education as a basic concept in my perspective is all about developing knowledge, skills, values, ethics, physical and spiritual aspects,

SBM is, however, a potentially valuable tool for engaging the talents and enthusiasm of far more of a school's stakeholders than traditional, top-down governance systems. Moreover, once in place, SBM holds the promise of enabling schools to better address students' needs. This promise is more likely, however, if a "high-involvement" model of SBM is followed. This model envisions teachers and principals being trained and empowered to make decisions related to management and performance; having access to information to inform such decisions; and being rewarded for their accomplishments.

Many have claimed to have solved the school system or saved the future generations through solutions such as non-government funding or higher standards for all teachers no matter what salary is presented, however, the key to the locked door of success is not labeled with a solution of policy, but that of heart and culture.

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 superintendents of schools are the top executives in a school district. This position is one of the most prominent positions in an educational community. Because of this, school superintendents must be an outstanding citizen and a person of excellent character. Moreover, they must be able to communicate effectively with parents, community, and all stakeholders. Superintendents are responsible for leading every function for a school. With this title comes great responsibility. Superintendents have an array of duties and responsibilities in their schools. They are solely responsible for leading the school district effectively, while working intensely with all internal and external community members to promote positive learning

METHOD The study is descriptive, qualitative research on teachers as they attempted to meet new standards. Specifically it is a case study of an elementary school faculty, done in an attempt to

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

Teachers play a pivotal role in shaping the behaviour and educational success of students and as such they carry a huge responsibility in the classroom. Everything the teacher says or do has a great impact on students’ lives as students depend on the teacher for guidance, for determining acceptable and social behaviour in the classroom and more importantly their learning and academic success. In addition, the role played by the teacher in fostering students learning causes them to exhibit certain attitudes which could have a long lasting negative or positive influence on students. Based on research it was surmised that high teacher expectation mean that the teacher believe that the student is a high-achiever and the dynamics

Education reform is classified as any work doing to improve schools at any level. “Education reform is any effort determined to engage what currently exists in schools” (Education Reform and Meaningful Student Involvement). Education reform is also known as school transformation or change. Education reform should include everyone at the schools including parents and students. “Research shows that for any school reform to be successful, students must be directly involved” (Weiss). This involvement of students can include