The Influence Of Departmentalization On Elementary School Students

As both the standards of school work and stress levels of student’s rise, the American school system remains unaltered, unchanged, and unaffected for over a hundred years. School is an institution that can serve as a massive gate in life granting you access to a job, stability, and a future or it can become a giant pillar in the way of everything you wish to achieve. While we recognize that a student’s own motivation, study habits, and will to learn, are cardinal in any schooling system, we must also understand the issues with an institution that is fundamentally unsound from the ground up. In today’s world, students are shoved with the hands of docility, and amenability as they render themselves in a system that has inadvertently failed them, by neglecting to celebrate their differences, and varying learning patterns. Conformity in the education system has shown to damage the personalization and

In this case, a self-contained program or special school may be considered. Some individuals believe that inclusion settings may leave teachers with lacking resources, training and other supports necessary to teach students with disabilities in their classrooms. Tornillo 1994, believes that a student with extensive needs placed in an inclusion setting are not getting appropriate, specialized attention and care, and the regular students’ education is disrupted constantly. Tornillo 1994, also argues that teachers are required to direct excessive attention to a few students, thereby decreasing the amount of time and energy dissected towards the rest of the class. Therefore, the mandates for greater academic accountability and achievement are unable to be met. Mauro 2009 indicates placement in a self-contained classroom or special school means that the child would be removed from the general school population for all academic subjects to work in a controlled setting with a specialized teacher. Students in self-contained programs or special schools may be working at all different levels, with different textbooks, and different curricula. Self-contained classes and special schools offer structure, routine, and appropriate expectations according to Mauro 2009. Additionally, full inclusive models do not account for students who are unable to learn from a typical model of instruction. For example, a Deaf student who is unable to lip-read would require a full time interpreter and

The differences were connected with a teacher’s original preparation for the teaching profession, licensing in the particular subject area to be taught, strength of the educational experience, and the degree of experience in teaching along with the demonstration of abilities through the National Board Certification, in which all of these facets can be addressed through policy (Darling-Hammond, 2010).America has not produced a national method containing supports and reasons to guarantee that teachers’ are adequately prepared and equipped to teach all children effectively when they first enter into the career of teaching. America also does not have a vast collection of methods available that will maintain the evaluation and continuing development of a teacher’s effectiveness in the classroom, or support decisions about entry into the field of teaching and the continuance in the profession of teaching (Darling-Hammond, 2010). n order to reach the belief that all students will be taught and learn to high standards calls for a makeover in the methods our system of education in order to be a magnet for, train, support or uphold, and cultivate effective teachers in more efficient ways. A makeover that is contingent in a certain degree of how the abilities or skills are comprehended (Darling-Hammond, 2010).In the last few years there has been increasing

The purpose of this Literature Review is to examine the literature related to the question: Does a relationship exist between school superintendent tenure and student academic success? Through this research, the researcher discovered that there is very little research on the topic. Moreover, the research that does exist is focused on large, urban districts. Thus, there is a gap in the literature as it relates to rural schools, such as many of those found in the state of Kentucky.

Teaching is moving from an individual to a collective activity. The level of agreement and alignment across classrooms around powerful practices are increasing. The school is aligning its organizational resources around support for instructional improvement.

This program falls under the Self-contained classroom within the special education continuum. Even though it was a self-contained classroom, a portion of the students went to a general education classroom for some of their school hours.

Taking what happened in the interactions and decided what category of class management was being utilized out of our possibilities. Also, how Junie B. reacted to each style of teaching whether is was a positive or negative interactions and whether it had a positive or negative reaction correlating with it. After deciding what our topic was going to deal with we decided to pull examples from real life that also illustrated our main ideas, so, the group also pulled examples of classroom management from bulletin boards seen in classrooms at the schools Raymond F Brandes and Creston that included clip system of disciplinary action, expectations of reading comprehension in grade levels, and a smiley to frown face disciplinary system.

Research indicates that departmentalized instruction helps students transition to the middle-school format, and that grade-level instructional teams promote teacher retention. Teacher retention is associated with departmentalization was shown to have a positive impact on student achievement. The

Collaborative efforts have created more cross-curricular focus throughout the school. When teachers know what each other are teaching, they can support each other in their own curriculum.

For the second practicum, I was asked to be engaged for fifty hours on several administrative activities. For this assignment, I completed the following five activities: (1) working on the parent, student, and teacher handbook, (2) pre-interviewing possible teacher candidates, (3) observing a safety meeting, (4) data analysis, and (5) participating in a board meeting. This segment of the paper will discuss these aforementioned activities along with a reflection on these activities.

The Washington County School District organizational strategies that are in place for teachers has increased academic student growth in my classes. Throughout year, I participate in professional development activities that enhance my teaching skills and increase student learning. During the summer, I collaborate with district data analysis and colleagues to disaggregate student data, correctly identify the lowest benchmarks that students scored based on FSA performance and Washington County School District Progress Monitoring Program (three assessments from the previous year). After which, we develop an "Order of Instruction” for content areas based on data from various student measures that have been assimilated throughout the school year.

Segregation has always been around whether it had to deal with religion, skin color ethnicity, or just personal choice, people are always there to discriminate against others. One might never know of all of the discrimination that occurred in the area they have grown up in until they are older and have a better understanding of why people did such things and how it can still be seen in today’s society.

Students who were retained in elementary school hold a low high school graduation rate because of it. Retention can affect a students education up until college, without them knowing (Andrew, 2014). Despite the negative outcomes, most teachers retain students because they think it is for their academic or social benefit. However, retaining students held the opposite affect; students who were retained did not benefit. They could have used exposure to the next environment as an achievement gain while benefiting from next level education strategies, achieving the same outcomes as their peers. Keeping children in age appropriate classrooms hold higher benefits than retention, by avoiding students re-learning the same curriculum again when schools do not have the proper funding to adequately reach the needs of struggling students (Hong & Yu, 2007). Promoting students to the next grade exposes them to learning strategies that might reach their need that could not be met in the previous grade. Grade retention as an education intervention plan holds no significant positive affects to student

But the arrow on the left is made up of talented individuals who are headed in many different directions. I have, unfortunately, worked in school districts in similar situations, where leaders in central office were heading in different directions, or school board members were headed in different directions. As a result, the organization, or in our case our schools began to suffer. In contrast, the arrow on the right depicts a well-aligned team with shared vision, their abilities and strengths compliment each other’s efforts, there is commonality of directions and synergy develops. In my previous school, while I felt like the district leadership operated much like the left arrow, I was proud that at the building level, our instructional leadership team made up of administrators and instructional coaches operated more like the right arrow. As a result, we were seeing learning gains for our students. Three years in a row, our 8th grade math team had the highest MAP scores in the district. Building-wide, our ELA scores were continually increasing each

classroom has its own likes, dislikes, niches if you will. This is defined clearly and explicitly as a