A Vision for Instructional Supervision: Mission Impossible? by Elizabeth M. Gensante The standard model for supervising instruction in most school districts is a deficiency model, whereby supervisors take on the role of "snoopervisor," visiting classrooms to judge what they observe. As a beginning teacher, I grew accustomed to token visits from my principal whose standard advice was that if I kept an orderly room and maintained student behavior, all would go well for me. Never was there any dialogue
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The Changing Mathematics Curriculum: An Annotated Bibliography Third Edition April 2005 1 2 The K–12 Mathematics Curriculum Center The K–12 Mathematics Curriculum Center (K–12 MCC) supports school districts as they build effective mathematics education programs using curricula that align with the National Council of Teachers of Mathematics’ (NCTM) Curriculum and Evaluation Standards for School Mathematics (1989) and Principles and Standards for School Mathematics (2000). The K–12 MCC
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Culture and Effective Instruction Principals of Education Administration As I have started to uncover in this course; being a Principal is a wonderful job that carries much weight. It is hard to believe that the attitudes, actions, and beliefs of one individual can have such an impact on an organization. As the Principal your actions directly correlate with the culture of your school. As a school leader you also have the incredible responsibility of overseeing instruction at your school and
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cynthiacole1@bellsouth.net Instructor: Dr. Ted Ray Effective school leaders should ensure that vision, mission, and goals encompass awareness of school culture, instruction, organizational management, group process and consensus building, learning resources, school law and politics, and ethics. School leaders play a significant role in school culture. Organizations with a positive culture have cohesiveness and responsibility towards maintaining embedded attitudes, beliefs, and behaviors (Ali
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Turnaround & Transformation Model INTRODUCTION Since 1973, Evans Newton Incorporated (ENI) has partnered with educational agencies to provide custom educational solutions that improve student achievement. Designed in 1988, the TargetTeach* Five-Step Process has been continually adapted to the instructional innovations and performance requirements of the U.S. educational system. Today the theoretical and empirical bases of the TargetTeach design are established by independent research and program evaluations
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Why Students Matter The effective teachers are perceived to be fully equipped naturally and professionally to lead their students to success in competitive standardized tests, as well as inculcate in them, values that would make them exhibit behaviors that are generally desirable and acceptable. On the other hand, the ineffective teachers do not care about the success of their students in examinations and in some cases students who pass through such teachers, especially in terms of emulating their
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Central ROLE OF LANGUAGE: Language is made possible because of our culture (tools and symbols). The learning of language (or signs) is brought about by social processes, and language or signs ultimately make thought possible. Three stages in the development of speech a. Social speech – speech to control the behavior of others b. Egocentric speech – three to seven year olds – talking to themselves to learn c. Inner speech – soundless speech – thinking in our head • ZONE OF PROXIMAL DEVELOPMENT: The discrepancy
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solving, and then apply them to situations in my students’ everyday lives is crucial. Teachers who encourage students to reflect on what they’ve learned and incorporate those skills into their lives develop their students’ critical literacy. And, with this ability to interpret the world around them, students begin to adapt and succeed in a changing world. The student’s journey into literacy begins with a teacher. Social Reconstructionism was founded by Theodore Brameld, in reaction against the realities
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understand at different stages (Rummel, 2008). Details of both theories illuminate the differences and connections between the behavioral and constructivist theories in relationship to how children learn and how their behavior is affected. How curriculum and instruction work with these theories to promote learning and how educators view learning with respect to both theories are also reviewed. Introduction Many students enrolled in institutions of higher education in the United States have had experience
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Appropriate Practices, it does not yet have the research base to promote any single curriculum model as “best.” In addition, no state government or federal entity mandates use of just one particular curriculum in their publicly funded preschool programs. Preschool curriculum models vary widely. Some may detail exactly what to teach. A single curriculum may not address all of the different areas of learning. Even if a curriculum fits a program’s philosophy and provides the needed amount and type of content
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