The Evidence Presented In The Unit'S Ir, Addendum, Observations

As the newly promoted director of student achievement for Washington, D.C Public Schools, I am fully committed to the expansion of current program offerings as well as the creation of additional programs. To achieve this, I will make use of the principles learned in my graduate budgeting course to assess the current financial situation, plan the department’s future direction, create and implement the new annual budget, and lastly, evaluate the success of the programs and the budget in preparation of repeating these steps.

Specific aspects addressed in this section include foundation, knowledge, professional orientation and ethical practices, social and cultural diversity, human growth and development, career development, helping relationships, group work, assessment, and research and program evaluation. The third section of the CACREP standards, professional practice, is focused on the practicum and internship experience. Specific qualifications and support of supervisors is detailed, as well as the required number of clock hours needed to meet standards in practicum and internship. Other aspects that are described in this section include various opportunities that must be offered to students during practicum and internship, such as the ability to develop program-appropriate audio/video recordings for educational

During the months of September and October this semester I spent time at two different schools in four different classrooms. Being able to observe different classes and teachers at Westside Junior High and South Live Oak Elementary was a very new and exciting experience for me since I can’t say I’ve always wanted to be a teacher. My experiences at these schools gave me a better insight into the differences between schools, classrooms, and teachers. The purpose of this field experience was to get 10 observation or tutoring hours in an elementary or junior high setting. I chose to observe a

One of the formal ways of reflecting our own practice and identifying strengths, weaknesses and areas for development is during training opportunities. On a course, or at a training day, aspects of ours practice and areas of knowledge that are new to us will be discussed, and this

In each of your three placements, following consultation with your supervisor, you will plan, provide and evaluate five learning activities/experiences that

This unit seeks to enable you to develop essential skills and knowledge to support your future work either as

Program Management activities will include handling all facilitator and partner program contracts, participant recruitment and program evaluation and any mid-course adjustments. The program shares space with the other DCPNI programs so the management team will ensure

The principal conducted several meetings with stakeholders during the summer months to collect data and feedback to assess needs of the school. Our professional learning community team and principal participated in district training throughout the year over the summer.

Every school district has board meetings throughout the school year. Unfortunately, many parents, community members, & school personnel do not attend such important meetings because they don’t realize or understand the importance of such board meetings or how informative they can be. According to Kankakee School District (2017), the Kankakee School District Board of Education is composed of seven elected members, who were elected by the citizens of Kankakee to serve a four-year term that do not receive no salary for they services, are committed to ensuring a quality of educational excellence that will enhance the opportunities and challenges facing today’s student and additional responsibilities that board members include are selection of the District superintendent, developing general polices according to wishes of the community and requirements of law, hiring school personnel based upon recommendation of the Superintendent and the Assistant Superintendent of Personnel, adopts salary schedules, approves funds to finance school operations, must adopt and review the annual operating budget for the District, and setting the property tax levy to produce adequate funds to meet the District’s financial needs ranks among the responsibilities of the Board of Education (Retrieved from https://www.ksd111.org/domain/68). For this paper, the Kankakee School District board meeting will be used, information learned from board meeting, use of

The Cycle 9 Program Coordinator will maintain regular communication with site coordinators and district administration through weekly email updates, conference calls, monthly project meetings, and scheduled site visits at each campus. Monthly project meetings will serve as an opportunity for the Program Coordinator to share TEA updates, address any campus concerns, and share best practices on program implementation. The Program Coordinator will also provide ongoing technical assistance throughout the grant. CASE will require staff at each Cycle 9 campus to attend at least two professional development workshops per semester to learn about best practices in the field. In addition, the Program Coordinator will closely monitor the activities’ set-up and schedule in TX21st to ensure that submitted site schedules mirror actual programming observed during site visits. The Data Compliance Clerk will provide a thorough TX21st training to all site coordinators and monitor TX21st to ensure timely and accurate data are entered into the database system, and to conduct data analysis to identify any discrepancies. The Family Engagement Specialist will work directly with sites and specifically monitor campus’ parental involvement activities, as well as the number of adult participants

In-field practice is a great way to get to know how the job work’s in the economy and show’s what will be expected. In-field practice or co-op work, will give detailed experience in the field of study. Co-op will also give you credibility to the subject of study, to provide an easier time finding work after college. It will also give hands-on project’s to provide challenge’s one would face later on in the field of study. It will also help to see what is in their future and to show if they really wanted this field in this economy. Co-op is not the only a beneficial information experience someone can have to prepare for their field, but talking to professionals is a great way to prepare as well.

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.

The students will be able to ask for guidance on questions as well as ask about different opportunities that will be available to them. The community will also play a big role in the FFA chapter by donating materials, time, or helping with the costs of some events. An Advisory Board will be maintained so that I will be able to receive feedback from community members. The feedback will help critique me and the chapters activities. It will provide us with information on the activities that we will do well, and activities that we will improve us as a chapter.

Administrators and teachers must work together to develop the PLC plan addressing the needs of their students. This means administrators need to trust teachers and allow them to work in a way that is autonomous from leadership. Delegating more responsibilities to staff was a way of creating a more knowledgeable community that could cope with the diversity of demands created by schools moving from being relatively simple organizations to highly complex ones. It was also recognized as in accord with the rhetoric of distributed leadership recommended as a strategy for school improvement and raising pupil attainment (Bolam et al. 2005, Webb, et al.

An advisory committee will be formed consisting of no more than an 8 member sample of the major stakeholders group, parents of currently enrolled high school students, contributors from the local community, and administration from the school district. The following is a breakdown of the members and the roles they will play in the committee: