Synthesizing Research Articles Across the country, states, school districts, schools, and communities there is concern to find a way for improving teaching and learning and are discussing, evaluating, and working on this with the aid of researchers (Gray, 2015; Mark et al., 2012; Pepper, 2015). Teachers concerned they do not have the skills to teach content in our elementary schools citing self-efficacy issues, as well as knowledge concerns in the high schools (Mark et al., 2012; Peppers, 2015)
educational professional learning. Crippen (2010) shares, “Servant leadership situates itself comfortably within the scholarship of teaching and learning as well as serving and leading” (p.34). As indicated in this paper, servant leadership absolutely has a place in education; a business of people on a foundation of relationships. Attributes of servant leadership critiqued have positive correlations to attributes of high impact professional learning. Creating strong, moral-based, communities of educators
High School on March 23, 2017. My main focus will be on the school and community professional branch of West Chester University’s Conceptual Framework. My idea of ‘school and community professionalism’ has changed drastically since starting observations at Kennett High School. Initially, my thoughts on professionalism considered one side of the educational equation: teachers. It was my belief that teachers uphold the professional standards of the school; which is partially true. Teachers are responsible
remains at an unprecedented low, less than 25%. In the past 30 years since attaining independence, the population of Zimbabwe, around 13 million, experienced significant educational developments with the building of more schools in marginalized communities, establishment of teacher training colleges, and availability of educational resources. Consequently, school enrollment from 1980 to 1990 increased by 72% courtesy of the “education for all by 2000” policy (Shizha & Kariwo, 2011). Unfortunately
familiar with the Program Learning Outcome (PLO) and use them daily with the classroom environment. PLO 1 Instructional Planning for Learner Development Instructional Planning for Learner Development constitute the primary (PLO). This skill requires teachers to “design appropriate and challenging learning experiences informed by analysis of how learners develop individually across the cognitive, linguistic, social, emotional, and physical patterns to promote student learning and growth”(PLO 2014).
Instructional Practice and Student Learning According to Danielson (2011), criterion 8 of the Danielson framework is part of the TPEP (Teacher/Principal Evaluation Pilot) structure that focuses on the professional practices and how teachers participate collaboratively in the educational community to improve instruction, and ultimately student growth. It is an important focus because it promotes student learning, showing that teachers must work with their colleagues to share learning techniques, arrange collective
In any school, student learning is the ultimate goal and the focus of an effective learning community. In today’s society, the education system is called upon to teach all students at high levels. It has been established through significant research that teachers have a high impact on student learning, according to the RAND Corporation, “research suggests that, among school-related factors, teachers matter most. When it comes to student performance on reading and math tests, a teacher is estimated
students, it 's pretty hard for them to construct what 's going on in the classroom, so that students see it in their self-interest to be self-engaged." With that being said, as an instructional leader, my vision for improving student achievement is to help create an environment where high standards for all students and staff members are valued daily. High quality professional development is offered and implemented throughout the school year. All learning environments are safe and disciplined for all
and drop in the Dropbox for the Group; only one document per group. What prompted you to choose the event that you did? We chose to attend the event because none of us had experienced a drag show before. We wanted to learn more about this community through our own participation. We also knew that drag shows and other LGBTQ+ events are not common in the city of Carrollton, and we wanted to experience Carrollton’s LGBTQ+ community. What did you anticipate about the event prior to taking the excursion
Wood & Thompson (1980) presented some guidelines for improved staff development by identifying important factors pertinent to adult learning. They advocated moving away from the traditional evaluation models that identify weaknesses in personnel and using prescribed in-service sessions instead as the way to eliminate the weaknesses. Their alternative approach is one of job-related training that provides for choice and alternatives, training that results in practice of skills, and opportunities for