...including the principal class, is set out below and incorporates Schedule 2 of the Victorian Government Schools Agreement 2013. PRINCIPALS The role of the principal is to lead and manage the planning, delivery, evaluation and improvement of the education of all students in a community through the strategic deployment of resources provided by the Department and the school community. A key component of this role is to increase the knowledge base of teachers within their school about student learning and quality teacher practice. At the same time, the principal, as executive officer of the school council, must ensure that adequate and appropriate advice is provided to the council on educational and other matters; that the decisions of the council are implemented; and that adequate support and resources are provided for the conduct of council meetings. Principals have a clear set of accountabilities, which distinguish their work from other employees in the Teaching Service and the education community and are set out in detail in the contract of employment. The principal is accountable for the overall leadership, management and development of the school within state-wide guidelines and Government policies. The core accountabilities of all principals are to: − Ensure the delivery of a comprehensive, high quality education program to all students. − Be executive officer of the school council. − Implement decisions of the school...
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...Beliefs about Leadership, Administration, and Learning Petunia Wainwright Grand Canyon University: EDA 575 April 24, 2013 Beliefs About Students | Opposite Belief About Students | Educators can recognize that all students learn differently and we must provide students a variety way of instructional approaches. | Educators do not recognize that all students learn differently and we do not provide students with a variety of ways of instructional approaches. | Operationalized Through Actions | Might Be Operationalized | Educators implement visual aids, audio, hands on activities, rubrics, individual work, etc. into their lessons to make sure they meet the eight different learning styles in their classrooms. | Educators only provide student learning through lecture and the work is always individual work. Students cannot interact or move around the classroom. | 8 – 10 Beliefs about Leadership, Administration, or Learning *Administrators lead with a vision and communicate the vision to everyone who is involved in the learning environment (teachers, students, parents, stakeholders).*Administrations state their vision in their handbooks, the vision is posted and reviewed in every classroom, and they are installing that vision into their teachers, students, and parents. | *Administrators do not lead with a vision and they do not promote their vision as much as they should.*Administrators do not speak to their teachers, students, parents, or stakeholders about the vision...
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...LECTURER JOB DESCRIPTION AND PERSON SPECIFICATION Job Details Post: Lecturer in Health and Social Care Grade: Pay Scale Range Points: 20 to 35 Responsible to: Head of Department Key Purpose: To plan, deliver and evaluate creative and innovative teaching and learning to learners from levels 1-3. To act as course/subject leader as deemed necessary. To adhere to and administrate Health and Safety policies and procedures. To assist in the coordination of recruitment, enrolment and induction of students. To contribute towards the planning and effective running of the curriculum and department. Specific Responsibilities 1. To deliver high standards of teaching and learning and to monitor assessment processes in accordance with examination requirements. To be responsible for creating and maintaining a safe working environment. • The delivery of Core and additional programmes including Key Skills/Functional Skills and additional support as appropriate. • Producing schemes of work, lesson plans, assessment plans, learning materials and any other related activities that impact on the effectiveness of learning. • To ensure compliance with collegiate Health and Safety policy. • To ensure compliance with health and safety requirements/supervision of learners in vocational work placements • To work pro-actively to forward the success and vision of the department. 2. To act as a course and/or subject team leader by undertaking the following...
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...Organizational behaviour can be defined as the study of managing the behaviour of people within an organizational context. This includes how the human resource of an organization is organized and used to help an organization achieve its competitive advantage over others in the market. It is also how the organization responds to the employees. It includes understanding the behaviour and motivating them to bring out the best of the organization (Luthans 2011). Furthermore it is the field of study that investigates the impact that individuals, groups, and organizational structures have on the behavior of these actors within the organizations. Through organization behavior it is aimed to describe systematically how people behave under variety of conditions. Furthermore it helps understand why people behave the way they do. The study also enables the organization to make future prediction of how the employees behave. Finally it aims to control and develop the worker’s activities at work. The other important aspect of organization behavior is that it takes into account the importance of human resource in an indispensible part of an organization. As the owner of Wal-Mart was quoted as saying, “The people are the key”. (Luthans 2011). This is because technology can be easily copied but the beliefs, creativity, values and motivation that the employees bring into an organization cannot be replicated. It always is a unique factor and this is what the organizations need to capitalize on...
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...laden with continuous content increases to be covered within the curriculum (Devereaux-Melillo, Dowling, Abdallah, Findeisen, & Knight, 2013). The need to examine curricular transformation is imperative in order to manage content saturation, and abate the separation of the classroom and clinical teaching. This paper will outline the following processes: (a) the development of a concept-based curricular plan for a baccalaureate program, (b) the impact of a concept-cased curriculum (CBC) on the faculty, students, finances, community of interests, accreditation, and (c) examples of the integration of competencies. Development of Concept-Based Curricular Plan Nursing faculty are challenged with curriculum, for they are presenting an astronomical amount of material to “cover the content”. According to Duncan and Schulz (2015) nurses practice conceptually on a daily basis by focusing on the patient needs, regardless of the medical diagnoses assigned. In order to practice conceptually, nurses must think conceptually by grouping important facts into concepts that can then be transferred from one clinical situation to another (Benner, Sutphen, Leonard, & Day, 2010). A CBC provides an opportunity for students to transfer the understanding of concepts across multiple areas, make connections to current, and future learning experiences, and underlying issues in complex situations. Needs assessment within the plan. Curriculum development originates at the level of the university’s...
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...Teacher Preparation for Quality Education By: Albert Lawrence Lukanga, Abstract This paper presents in brief the conditions prevailing in teacher education in the process of preparing Pre-service and In-service teachers in Tanzania. It starts by conceptualizing teacher education. The conditions and the process of preparing teachers at Pre-service and in service levels is at the heart of the discussion in which several issues are exposed including the issue of content and methodology used by teacher educators. A theory in practice in education, and in teacher education in particular is discussed as one of the influencing factors for realization of quality education. Thus, learner-centered approach and competency based teaching and learning have been given its weight. Moreover, the challenges towards provision of quality teacher education and the possible solutions have been highlighted. It is concluded that to ensure that the process of preparing these teachers goes smoothly and ultimately results in quality education, the environment that suits the application of these current theories must be improved Conceptualizing Teacher Education Teacher education is perceived as service activity for the education system. It is a process through which prospective and in-service teachers are enabled to acquire knowledge, attitudes, behaviours, and skills they require to perform their teaching tasks effectively in the classroom. The attainment of quality education depends...
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...STUDENT NAME STUDENT NUMBER 1. AGBOOLA ABIOLA 4684941 2. ATEYATALLA AL KHALIFA 4699786 3. AYODELE LAWAL 4711245 4. MAHDI IYAMLOULI 4694648 5. MAICHIBI BAKO BLESSING 4754992 6. MOHAMED OBAID BIN TAMIM 4784650 7. CONTENTS Executive Summary………………………..…………… Pg 1 Introduction………………………………..…………...... Pg 3 Job and Task Analysis……………….…….………….. Pg 4 Job and Person Description…………………….….…. Pg 4 Job Advertisement…………………………………..….. Pg 7 Candidate Selection………….…………………….…... Pg 9 Maximizing Candidate Success………….…………… Pg 11 Conclusion……………………………………………..… Pg 15 References…………………………………………..…... Pg 16 Appendix………………………………….…………….... Pg 18 Executive Summary The quest is on for the replacement of Mrs. McBaine, Twinkletoes Early Childhood Centre’s Director for the past 14 years. She has manifested her intention to migrate to another country, thus leaving her post vacant. This paper analyzes her Director position and presents a recruitment process adapted from Pilbeam & Corbridge (2006). Upon learning of the director’s job description and required qualifications of candidates interested in taking over her position, a job advertisement is created to attract qualified candidates...
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...Kawonda Starling Programs and Curriculum Planning ECE 312 Administrations of Early Childhood Ed. Programs Instructor Tracy Reed June 2, 2013 Early childhood education programs are formed by administrators coming together to form curriculums for teachers in the program to have as a guide to teach young children. For an example, each county has a board of education for the school system with administrators who form a curriculum for teachers to teach by; and administrators leads the teachers to make sure the teachers are teaching children based on the curriculum formed by the board of education. Child care centers usually form curriculums based around what program the center is accredited by through the state. For an example, here in Georgia we have a program name “Bright from the Start” which has standards each center must meet to be on the program and have curriculum for each child care center to follow. Whether it is a school system or childcare center administrators and teachers must work together to teach from the curriculums formed so children can learn. How the role of the administrator in program and curriculum planning is different from that of the teacher. Education administrators organize and manage the administration, support systems and activities that facilitate the effective running of an educational institution (AGCAS 2012). For an example, in a childcare center the administrators are the owners, directors, and whatever program that accredited the daycare...
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...ASSIGNMENT 3 Managing Improvement Understand the effectiveness of the organisation and own ability to manage and improve quality to meet customer requirements 1.1 Critically assess the organisation’s effectiveness in managing quality to meet or exceed customer requirements Opening statement defining Quality (quote from research eg Peter Honey/ Definitions of Quality in Workshop Workbook)) Describe the systems, policies, procedures to manage/monitor and evaluate quality in the school and critically assess them Role of governing body/ESTYN/Local Authority/Consortium/Welsh Government Monitoring, Evaluation, Review (MER) Use the Workshop Powerpoint to help you 1.2 Evaluate own ability to manage quality to meet or exceed customer requirements Data Analysis and monitoring in your own subject/aspect/area of responsibility Your role in that process and your strengths and areas to develop Curriculum Design as a response to raising standards Target Setting What have you learnt from your monitoring experiences? How does your role feed into the School Improvement cycle? Make sure this section is EVALUATIVE 2. Be able to plan and implement projects to meet, and, if possible exceed customer requirements 2.1 Develop an improvement plan that is designed to meet and, if possible, exceed customer requirements This section is your Improvement Plan with SMART targets (A4 page in body of text or appendix). Make sure your headings are SMART too! 2.2 Implement...
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...The Difference Between Associate Degree and Baccalaureate Degree in Nursing Increasing clinical understanding and the rising complexities in the health care technologies today requires that professional nurses be educated and competent to the baccalaureate level. Nurses with their RN can be educated to the level of associates degree or to baccalaureate degree. According to the Grand Canyon University Baccalaureate Curriculum Model, the associates degree level nurse differs from the baccalaureate level nurse in three main competencies; client, nurse, and nursing education. One of the different competencies between associate degree (ADN) and Baccalaureate degree (BSN) is type of client or patients they are prepared to treat and the care setting which they are allowed to work in. “ADN nurses are educated to provide nursing care to persons with similar health alterations in structured setting, whereas BSN-prepared nurses are educated to engage in independent thinking and to provide nursing care to persons with complex and differing health alterations within a variety of settings, including the community” (Hood, 2010, pg. 18). Health care is not only centered as inpatient hospitals but throughout the community as preventive care as well, leaving ADN nurses in a disadvantage. Nurses now a day have to be able to practice across multiple settings. Contrasting the graduates of an ADN program with the graduate of a BSN program; the BSN nurse is prepared to practice in all health...
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...Pediatric Fever Problem-Based Curriculum for the Chief Complaint of Pediatric Fever Curriculum Goals: 1. Gather accurate, essential information in a timely manner specific to the chief complaint of pediatric fever. 2. Learn the bacteriology, virology, pathophysiology, presentation, and management of common conditions that cause the pediatric fever. 3. Develop skill in the performance of a screening and detailed clinical evaluation for patients with pediatric fever. 4. Competently perform specific diagnostic and therapeutic procedures for patients with pediatric fever. 5. Effectively utilize diagnostic imaging modalities available for the evaluation of pediatric fever. 6. Integrate diagnostic information and generate an appropriate differential diagnosis for the chief complaint pediatric fever. 7. Stabilize and provide initial treatment for diseases and injuries that cause pediatric fever. 8. Implement an effective patient management plan, including therapy, appropriate consultation, disposition, and patient education for patients with pediatric fever. 9. Locate, appraise, and utilize current scientific evidence related to pediatric fever. 10. Practice cost-effective health care and resource allocation that does not compromise quality of care for patients with pediatric fever. Curriculum Objectives: Upon completion of an emergency medicine residency, the resident will be able to: 1. Demonstrate both a targeted, and a complete, physical examination on...
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...SCHOOL S © AdvancED® 2011 1 Standards for Quality Schools AdvancED Standards for Quality Schools Standard 1: Purpose and Direction The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. Standard 2: Governance and Leadership The school operates under governance and leadership that promote and support student performance and school effectiveness. Standard 3: Teaching and Assessing for Learning The school’s curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. Standard 4: Resources and Support Systems The school has resources and provides services that support its purpose and direction to ensure success for all students. Standard 5: Using Results for Continuous Improvement The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness and uses the results to guide continuous improvement. © AdvancED® 2011 1 Standards for Quality Schools Standard 1 Purpose and Direction The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and beliefs about teaching and learning. IndIcator 1.1 The school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for...
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...the Future: CURRICULUM INNOVATIONS 1.) LOCAL AND NATIONAL CURRICULAR INNOVATIONS 2.) GLOBAL CURRICULAR INNOVATIONS As man seeks for development, innovations are inevitable. In curriculum, changes and modifications are being introduced to keep with the changing world. • With the emerging theories of learning, instructional delivery and management, learning and teaching styles, modes of living and other societal changes in science and technology led educators to introduce innovations. 1. LOCAL AND NATIONAL CURRICULAR INNOVATIONS a.) 2002 Basic Education Curriculum b.) Third Elementary Education Program (TEEP) c.) Secondary Education Improvement and Development Program (SEDIP) d.)The New Teacher Education Curriculum for BEEd and BSed e.)The Ladderized Curriculum for Bachelor of Technical Teacher Education (BTTE) f.) Instructional and Curricular Excellence in School Leadership and Management – DepEd eXCELS A. 2oo2 Basic Education Curriculum THE VISION, MISSION AND RATIONALE OF THE CURRICULUM VISION: The Department of Education, envisions every learner to be: -FUNCTIONALY LITERATE - EQUIPPED WITH LIFE - APPRECIATIVE OF ARTS AND SPORTS and - IMBUED WITH THE DESIRABLE VALUES OF A PERSON WHO IS MAKABAYAN, MAKATAO, MAKAKALIKASAN AND MAKA-DIYOS MISSION: The DepEd’s MISSION is to PROVIDE QUALITY BASIC EDUCATION that is: - ACCESSIBLE TO ALL - LAYS THE FOUNDATION FOR LIFELONG LEARNING and - SERVICE FOR COMMON GOOD The Basic Education Curriculum developed through...
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...require that students be able to learn to reason, think creatively, make decisions, solve problems and contribute to sustainable economic development and to the social welfare as it relates to science. Thus it is important for students to develop an interest in science from an early stage and this officially starts in the classroom. None of this is possible however, without the input of a good teacher and the necessary resources in the science arena. Therefore, factors which contribute to high accomplishment in science should be of a greater concern to decision-makers in the education system in Jamaica. There are many factors to consider when teaching science. These include: the appropriateness and accessibility of the curriculum; the availability and quality of textbooks; the availability of laboratories and scientific equipment, the school...
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...DEVELOPING AN INCLUSIVE CURRICULUM: “EVERY TEACHER MATTERS” Keith A. Humphreys Centre for Advancement in Special Education University of Hong Kong The development of inclusive education practices have led to worldwide discussion of how best to deliver a more equal education opportunity for all. In Hong Kong this has led to the development of the concept of an inclusive curriculum for special schools. This paper looks at the implications of writing an inclusive curriculum that has common curriculum content for all pupils that is based on the State curriculum. Over a four year period, nine special schools for pupils of different designated disability collectively pooled their resources to work for one common curriculum goal. In doing so they discovered that the biggest challenge was to the teacher’s hearts and minds. Over 130 teachers were involved in the project. It required a significant paradigm shift in the way the teachers thought both about what they taught and how they taught. It required a common team effort within and across each school. It was apparent that providing equal opportunity to raise standards of education for the all the pupils required the recognition that every teacher had to change their way of thinking, every teacher matters. Introduction Four years ago, nine special schools embarked on a development program to work out an inclusive curriculum. When they met the schools were all designated with different disability responsibilities...
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