For my CAP project, I am focusing on working with the PLCs group I am part of at our school. Currently I am part of two PLCs, a 5th grade team which consists of 3 teachers, and an upper grade science PLC that consists of 4th-6th grade science teachers. All the teachers that are part of these PLCs are in their first year of teaching, except for me, who has been teaching 5th grade math and science for the past four years. These PLCs meet every other week. Through our PLCs, we have been able to share some great resources, collaborate, as well as address concerns we have as teachers of a dual language school. When I started the CAP project, I asked the teachers from these PLCs fill out a google questionnaire based on questions around …show more content…
My vice principal helped me analyzed my own assessment inventory; we set one of my teacher growth goals based on my inventory results. We also spent time going over the results of what teachers had answered on the survey. The last time I met with her, we reviewed my teacher growth goal as well as giving me ideas and resources. This has helped us change the structure of our PLCs and focus more on resources as well as student data. I have other people in mind as stakeholders for this project. In my opinion, I think the teachers that were part of this project are also stakeholders. At one of our PLCs we went over the results. Based on this, we had individual conversations as well as discussed ways we wanted to guide our PLCs and set goals. I also told the teachers how I was not an expert and did not have all the answers, but together we would work on getting better around the areas we decided to focus on as a PLC. I have two more stakeholders in mind. One would be our principal. He is a big believer in sending teachers to professional developments and conferences. Last year, he had me go to a PLC conference over the summer because I had shown interest in bring back PLCs to our school. I hope that by showing him our project data and progress, he can think about sending our new teachers to some professional developments or recommend us with other resources. In the past, he has paid for
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Once the team’s vision had been established, we became very honest about our personal and professional strengths and our target areas of growth. From this conversation, the team was able to clearly define the focus and responsibilities of the PLC Leader and individual team members. The meeting was successful and everyone is excited about working together. Our vision will remain in the forefront of our meetings, reminding us to always provide a climate in our classrooms that fosters thoughtful and respectful consideration of all viewpoints.
Stakeholders are vital in the success of implementing a project. When planning a new project, one must identify key stakeholders who may affect, or become affected, by the project. Key stakeholders can offer solutions to identify issues that arise, determine resources that may be available, and provide input in areas where information is lacking (Moran, Burson, & Conrad, 2017). Stakeholders can include, but are not limited to, the following: a) owners, b) staff members, c) suppliers, d) customers, e) organizations, f) mentors, g) families, and h) colleagues (Moran, Burson, & Conrad, 2017). A few key stakeholders for the hypertension education program will include patients,
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.
The Stakeholders are divided into five group led by volunteers, who are experts in these cause and the executive committee at Patient-Centered Primary Care Collaborative. The five stakeholder groups consist of:
This information was gathered in an interview with Andrea Williams, Principal of Theresa Bunker Elementary. In the past three years that Mrs. Williams has been principal of this school she has brought a strong focus onto using data to make appropriate instructional decisions as well as execute strategic planning to help the school progress. The implementation of the PLC process has helped the teachers to gain an understanding of how valuable data collection and analysis can be for their teaching practice. Looking at data also helps the school attain the yearly goals laid out by the district’s strategic plan. One of the first steps taken in developing a strategic plan for the school is to gather and analyze data in order to find the school’s strengths, weaknesses, opportunities for growth as well as any threats to the progress of the school. Early in the year the strategic planning team will review quantitative data collected from student achievement scores, attendance rates, discipline trends, financial records, transportation reports, and so forth. Depending upon the specific issue addressed in the planning process, these types of quantitative data serve to inform decision-making processes. The collection of qualitative data is also an integral part of best practices in development of a strategic plan. Qualitative data collection includes use of surveys, focus groups, and interviews with key stakeholder groups. It is important and useful to
I am currently working in the elementary school level, but the biggest change that my school and district could make, are with the Professional Development, especially in the areas of children living in poverty or working with ELL
I have contributed to the professional growth of my colleagues by being an active member of my PLCs. I am the U.S. History PLC Leader for the first semester of this school year. I have created all the meeting days and times, and lay out agendas for those meetings. We use Google Classroom to stay in contact with one another, collaborate, and share thoughts and ideas.
I agree, we often mistake PLCs for when teachers meet with other teachers. In my opinion, in order to have a successful PLC, you need to see student growth as well as have action steps to move the students forward. This is very different than when teachers meet with other teachers to discuss issues, but do not come out with action steps.
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.
Internal stakeholders are part of HCA and typically have a vested interest in the success of the project because of their role and/or from a company perspective. They stand to gain or lose something based on the organization’s success and they can identify dependencies that are tied directly to the work being done. Examples of internal stakeholders at HCA include: Business Owner (the owner of a specific line of business operation), Product Owner (the owner of the technical aspect for a specific line of business operation), Finance, Quality Assurance, Product Development, Information Protection and Security, Business Solutions Analysts, Executives (e.g. CEO, CFO, and CIO), the Board of Directors, department Managers and Directors, Human Resources, Subject Matter Experts, HCA employed physicians, and Procurement. External stakeholders can still be part of HCA but their interest is strictly due to the fact they could be impacted by the outcome of the work being done. External stakeholders at HCA include: shareholders, customers, vendors, government agencies, patients, non HCA employed physicians, the community, and other hospital organizations.
As we review and synthesize data of a district for planning school improvement, the following information is needed to access and determine the needs of a school. First, a thorough analysis of performance data must be reviewed to see how school districts measure up with state and federal accountability. During this process, it is very important that schools focus the performance indicators that will guarantee growth and success. School teams must refer to the districts mission and vision to guide the planning process. The performance indicators will provide data that will be beneficial in creating improvement strategies. So, after careful evaluation of the data, the next step would be to plan effective methods and strategies that will improve student achievement. Moreover, this plan should include needs, demographics and opportunities for students to be successful. Additionally, the baseline data is important information to include in the improvement plan.
Effective school leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003). The writer of this paper acknowledges that school principals should play the role of instructional leaders, not just a school manager. The reality is that are many demands on a principals time and management skills making it difficult for most of them to spend time in classrooms, when performing teacher evaluation. Principals often make sure that teachers
One of the key factors contributing to a projects success is identifying the correct key stakeholders early in the project process and engaging with them to draw on their knowledge.There are different types of stakeholders in projects and evaluating their characteristics and managing their interrelationships appropriately have a strong impact on the project success. (Celar S; Turic M; Vickovic L (2010)).