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- Cousins Jeri Lynn De Bose, Tish Hoover, and Josephine (Joey) Parks looked forward to meeting up during the Christmas holidays to compare notes on the results of midyear teacher evaluations. All were public school teachers in districts scattered over the state. In the pressured search for new levels of teacher accountability demanded by legislators, the state department of education joined 16 other States in implementing a new teacher evaluation system. The goal is to hold teachers account-able for student learning progress in the classroom. Under the guidance of the National Council for Teacher Quality, criteria varies by State, but in most cases, 40 percent of each teacher's accountability score would be based on the principal's evaluation and ranking based on personal observation, 30 percent would be based on personal observation by a master teacher from outside the district, and the Other 30 percent would be based on student test score gains. The state department of education would set a performance goal each school district, and the principal would set a performance goal for each teacher. In preparation, the State conducted intensive training sessions for principals and designated master teachers who would conduct the evaluations based on four class observations per teacher Officials used standardized achievement tests to derive value-added scores that measure student learning over the year. Teacher ratings were 1-5, with I am being the lowest and 5 representing near perfection. The publication of the first year's evaluations stirred interest and controversy, particularly among teachers who worried about the possible long-term effects on job retention and tenure. Now, with the first-year evaluations in hand, the three cousins pored over their experiences. The three represented different types of school systems within the state. Jeri Lynn worked for a metropolitan system in the state capital. The system included many low-income students whose first language was nor English, and several schools within the system were teetering on the brink of State takeover if improvement in student scores didn't materialize this school year. Tish worked in a county System dominated by upper-income residents, and Joey taught in the rural community in which all three grew up. The rural community had high unemployment, and a low percentage of graduates went on to college. As a result, the cousins came to the table with differing teaching experiences. "The numbers are all over the place," Jeri Lynn remarked as she studied the pages. "The whole system is flawed, and they need to make changes," Joey said. "It's too subjective. The principal and master teacher observations are subjective because there are personal factors that affect a true outcome." "Yeah, look at the numbers from your upper-income district," Jeri Lynn said to Tish. "How can 60 percent of the teachers score 5s?' Tish chuckled. "Yeah, lucky us. Our schools are overflowing with children from wealthy families. These are the kids who will apply to Ivy League schools. I can tell you that the principals are going to avoid confrontation on all fronts. No principal is going to give any indication that their students are receiving an education that's less than perfect, and that means cramming the rankings with 5s. They claim a higher level of motivation for students, and thus the selection of an elite team of educators. So with those pressures, I don't think we get personal feedback that is accurate." "At the other end of the spectrum, we have my rural district," Joey said. "The big problem is that the principals know everyone and have longstanding relationships with everyone in the county, so I think scores are based on personal history. We could almost predict who would get high or low scores before the observations. For principals, it can go back as far as 'his daddy and my daddy hated each other in high school, and now I get to evaluate his daughter "I think that in many cases, principals feel pressure to align scores with state expectations. The stare expected my district to have high scores and expected rural schools such as yours to be lower," Tish said. "But isn't that partially offset by lower goals for the rural school distracts responded Joey. "The key to the accountability system is the principal in each school," Jeri Lynn suggested. "With several of the schools in Metro teetering on the edge of state takeover by the end of the year, we had lots of strict principals who wanted to hold our feet to the fire with lower scores." "I thought the whole idea was to provide the teachers With feedback so that we would know the areas where we need improvement," Tish said. "The principals were supposed to conduct two observations in the fall and two more in the spring," Jeri Lynn said. think that's asking too much of them when they already have so much on their plates. I think a lot of them are skimping on their visits. know I only had one observation last semester, and I'm sure Mr. Talley just faked the second set of numbers. The master teachers make only two observations a year, which may be more objective but counts for less." "I'm wondering, too, how a principal measure performance in a course area outside his area of expertise, such as math," Joey said. "If the guy has a phobia about math, anything the teacher says or does is going to 100k brilliant-thus a 5." Tish and Jeri Lynn looked at each other and laughed. "Maybe we picked the wrong subjects," Tish said. "My question is one of perception," Jeri Lynn said. "A large percentage of my students are ELL. That affects their scores. How do you measure a 3 in my situation against a 5 for Tish? At the end of the school year, little Carlos is thrilled that his reading in English has improved, but there`s no Big Bang here. a slow steady improvement that may not actually show up in big strides for a couple of years: "So, the question is how do they create a system that is fair?" Tish asked. "And accurate," added Jeri Lynn. How might the state control the accuracy of principals who are conducting teacher evaluations? Explain.CASE STUDY QUESTIONSQUESTION 1: 2.5 ptsWhy did the companies described in this case need to maintain and analyze big data? Mention two reasons for both of the New York Police Department (NYPD) and Hertz need to maintain and analyze big data? What business benefits did they obtain, mention two only? CASE STUDY 2: BIG DATA, BIG REWARDSToday’s companies are dealing with an avalanche of data from social media, search, and sensors as well as from traditional sources. In 2012, the amount of digital information generated is expected to reach 988 exabytes, which is the equivalent to a stack of books from the sun to the planet Pluto and back. Making sense of “big data” has become one of the primary challenges for corporations of all shapes and sizes, but it also represents new opportunities. How are companies currently taking advantage of big data opportunities?The British Library had to adapt to handle big data. Every year visitors to the British Library Web site perform over 6 billion…Babson Framework Case Study Brainstorming (no need be detailed)(don’t use the example of H&M in Xinjian cotton) 1. Identifying ethical issue and relevant stakeholders of a MNC. (The incident should happen not more than 3 years ago.) 2. Propose alternatives for solving this ethical dilemma 3. Evaluating alternative by three ethical theories (duty, consequences & character) in babson framework 4. Justifying your final decision Please provide any reference used
- Q3.Is efficiency or effectiveness more important to organizational performance? Can managers improve both simultaneously?The goal for this activity is for the student to identify actions that a manager is expected to take when an employee returns to work during the Corona Virus pandemic. The Health and Safety of the staff and customers are paramount. Directions: 1. REVIEW the Case Study below. Review the 2 websites listed below. - Department of labor: https://www.dol.gov/agencies/whd/pandemic - Centers for Disease Control https://www.cdc.gov/coronavirus/2019-ncov/community/organizations/businesses-employers.html 2. POST: Using your critical thinking skills and information from the text/PPT/websites, write and submit an original post for each question below. Each post must be a minimum of 300 words responding to the questions listed below. 3. RESPONSE: You are asked to respond to two peer students' posts, minimum of 150 words each. Please note: Moodle allows a 30 minute delay for editing the original post prior to unlocking for a peer’s response. Corona Virus – Opening for Business Case…Q. 1 Compare and contrast Lewin's change model, the action research model, and the positive model. Describe their strengths and weaknesses? Q. 2 Describe the framework of the general model of planned change. Include a discussion of each activity and a typical sequence of events?
- From a case study entitled Jollibee #ChickenSad (http://calenlegaspi.blogspot.com/2014/08/jollibee-chickensad-it-management-case.html), lay out the following: 1. As a manager, state the problem (statement of the problem) 2.At least 5 objectives (that will solve the stated problem) (think as a manager) 3. What action should be takenQ1(a). Discuss briefly why ethical decision-making is essential in an organization. Q1(b). Identify three (3) companies (internationally, regionally or locally) that were cited for ethical violations in their business operations, and give a brief account of the violation and how the organization and the stakeholders were affectedGive some current instances of Business Intelligence (BI) application, using the Internet as a source of information. What business intelligence advantages have businesses discovered? A24
- How do you use the implementation and innovation strategy for Kibbles and Bits with the Alignment of organizational goals Kibbles and Bit's short-term objectives consistent with its long-term mission?15 Though goal setting is usually viewed as a positive process, there can be downsides if a) employees lack skills necessary to reach the goals. b) employees can adapt their behaviors in response to unplanned threats. c) rewards are established for coming close to, as well as achieving a goal. d) goals also account for meeting quality standards.21 - Which of the following is not a reason for managers to plan? a) Performing SWOT analysis B) Reducing conflicts and wasteful activities NS) Coordinated efforts D) reduce uncertainty TO) Establishing standards for tools used to audit work