...developing instructional program that are needed for every classroom. As different as the approaches to school reform are, it lies on their success on the motivations and capacities of leadership. Change of improving student learning is quite complicated unless school leaders agree with its purposes and appreciate what is required to make it work. Instructional leaders must also, for example, be able to help their colleagues understand how the reform might be integrated into local improvement efforts, provide the necessary supports for those whose practices must change . In the hectic environments of schools, with the array of demands on leaders, principals and other leaders are generally viewed as unprepared to lead instructional improvement efforts (Levine, 2005). The ultimate goal of instructional leadership was to improve teaching, and meaningful supervision became the instrument to assist teachers in developing and growing in their professional knowledge, skills, and abilities. CONCEPTUAL FRAMEWORK Leadership is described as power granted with the will of the followers. It is authority readily invested in a trusted person and thus qualifies as a kind of moral and transformational power over the organization. Effective school leaders are the key to large-scale, sustainable education reform. Focusing on school leadership relations between principals and teachers, this study examines the potential of their active collaboration around instructional matters...
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...Abstract This study investigated teacher behaviors, lesson delivery and sequence of content and learning expectations used by K-5 teachers at one school in New Delhi, India. This research brings broader understanding of strategies for teaching English reading and writing to students whose first language is not English. The rationale for the study stems from the need to gain greater international perspective of the teaching of English learners. Results reflect analysis of classroom observation field notes, face-to-face interviews with thirty three teachers and administrators, digital photo journaling, and artifacts. The theoretical framework for this study draws from Collier's Conceptual Model, Acquiring a Second Language, explaining the complex interacting factors students experience when acquiring a second language, and the work of Dorothy Strickland outlining effective literacy instruction. Emerging from the data are nine effective teaching strategies that teachers of English learners can add to their repertoire. Introduction |"English has become the medium of all relevant social interactions and the ability to use English effectively is considered an | |absolute essential for honorable existence." | |--Quotation from a retired Army Colonel, | |now working as a New Delhi textbook publisher...
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...2013 Section: C.400.13SP Professor: Mary Bea Preston April 25, 2013 Part A: Issues related to teaching and learning and the larger context As we have studied this semester and prior to, teaching and learning is the foundation of school improvement. In the Jefferson High School case study, it is evident that a focus on the instructional design and development of teachers is essential to the reestablishment of its success. It is important for the leader to recognize and consider the larger context and the effect of the issues related to teaching and learning in order to build a positive and sustainable culture Jefferson High School has had tremendous shifting for approximately seven years, which has affected the school culture and is subsequently shown according to the state assessment data. There are several examples of teaching dysfunctions including (i) low expectations with students being viewed as problems rather than valued learners (ii) professional development and collaboration is nonexistent where teachers and administrators have been slow to change to meet the educational needs of the current students and (iii) new ideas, approaches or suggestions for improvement bring complaints, criticism and distrust. As a result, functions of learning have been affected including (i) low interest in post-secondary education (ii) poor academic performance on all measures and (iii) deteriorated morale as a result of minimized accomplishment. The central issue of...
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...INTRODUCTION Background to the study ICT (information and communication technologies) in education lives a life at the crossroads between evidence based policymaking, learning and the fast-changing world of technology. Key stakeholders (politicians, parents, teachers, school leaders) demand evidence of the impact of ICT derived from research, monitoring and evaluation (Friedrich and Francesc, 2009). The challenge for policymakers is (in collaboration with the research community and the educational community) to develop a sustainable knowledge base for ICT in education, in which key indicators and other sources of information are identified, which enables better insight into the use and effects of ICT for learning. Technology has been said to have impacted many different types of people in different types of environments as a dynamic communication tool. For instance, Ali and Richardson (2012) explained that technology has pervaded all aspects of society and the field of education is no exception, the learning and teaching environment has also changed drastically. Technology has impacted on teaching and learning activities, and it is now seen increasingly as an enabler of learning. Morgan (2008) added that technology is no longer the wave of the future, the future is now. This generation has been classified by Prensky (2001) as “Digital Natives” and students who have been born into and are totally immersed in an environment that is surrounded by technology. Technology provides...
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...Three Mathematics Curriculum Development Division October 2003 TABLE OF CONTENTS About this Draft i Foreword – A Note to Teachers iii Acknowledgements v PART ONE Introduction 1- 1 The Curriculum Underpinnings 1- 2 Philosophy of Education 1- 3 The Goals of Education 1- 5 The Essential Learning Outcomes 1- 6 The Curriculum Design and Development Process 1-11 PART TWO - CURRICULUM CONTENT Vision Statement 2- 2 Rationale for the Teaching and Learning of Mathematics 2- 3 Goals of the Mathematics Curriculum 2- 4 General Intended Outcomes For Forms I, II, and III. 2- 5 Connections to Other Core Curriculum Areas 2- 6 Framework for Mathematics for Forms I, II and III 2- 9 A General Curriculum Framework 2-11 Course Outline for Form III 2-12 PART THREE - STRATEGIES/METHODOLOGIES Teaching and Learning Strategies 3- 2 Suggested Activities 3- 6 Suggested Resources 3-15 PART FOUR - EVALUATION Elaboration of Assessment and Evaluation 4- 2 Evaluation Tools and Strategies 4- 5 Cross-referencing to Teachers’ Guide 4- 7 BIBLIOGRAPHY 4- 9 ___________________________________ i ABOUT THIS DRAFT Under the umbrella of the Secondary Education Modernization Programme (SEMP), since the latter part of 1999, new secondary school curricula in eight (8) subjects – Language Arts (English), Science, Mathematics, Social Studies, Spanish, Physical Education...
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...DON HONORIO VENTURA TECHNOLOGICAL STATE UNIVERSITY Bacolor, Pampanga Career Decisions, Experience, Work Traits and Productivity of Public Elementary School Teachers in the Coastal Schools of South Sector in the Division of Pampanga By Amor Chino De Mesa Lopez Ed. D Student Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction In the country's present educational situation, we need teachers who are effective, dynamic and ceaselessly exert efforts to ca carry out sound pedagogical objectives of the nation. One question that is often raised is: what makes an effective teacher? Merely wanting to be a teacher is not a manifestation of one's fitness to handle the demands, rigors and pressures of effective instruction. The teacher must be cognizant of effective classroom management coupled with commendatory work traits of various trends and innovations in teaching. The learners are the central point of observation and concern especially when the quality of education is being assessed. For these reason, professionals or individuals who specializes in education are hired for their service and expertise. Educators take part in the noble task in uplifting the academic performance of each child. It is their sole responsibility to nurture and develop the minds of the future leaders and work force of our nation. The personality of the teachers has great influence in the development of desirable attitudes and values of learners. The teacher must be a good model...
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...MODULE IN ED 740-CURRICULUM DESIGN AND DEVELOPMENT BY FIRMA CACCAM VIRAY, Ph. D. Professor And ESTRELITA TOLENTINO GAMIT, Ph.D. Asso. Professor OPEN UNIVERSITY CENTRAL LUZON STATE UNIVERSITY SCIENCE CITY OF MUNOZ, NUEVA ECIJA PHILIPPINES INTRODUCTION The excellence in the program in any institution reflects the quality of program planning and development. Education is no exception: the quality of individual school programs varies quite directly with the quality of program planning. The programs of individual schools, classrooms and of individual students usually mirror distinctly the nature and extent of the planning and development of these programs by teacher and students (Saylor and Alexander, 1966). Curriculum development is a complex undertaking. Its complexity and difficulty are perhaps heightened by the usual absence of a set of clear ideas or models and planning and the how and theory of curriculum planning and development (Beauchamp, 1961). ASSUMPTIONS OF CURRICULUM PLANNING (Saylor and Alexander, 1966) 1. Quality in educational program has priority in educational goals. 2. The curriculum itself must be dynamic and ever changing as new developments and needs in our society arise. 3. The process of curriculum planning must be continuous, not limited and must be dynamic. 4. No master curriculum plans will serve all schools. 5. Many individuals participate in curriculum planning. 6. Procedures of curriculum planning...
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...3) Relevancy of Task to Principal Candidate An effective leader must understand the fundamental concepts of organizational theories and leadership at a macro level, as well as the complexity of being a school leader with a vision for systematic change and practical skills that work to ensure smooth day-to-day operations of a school. Assessment: Student Prompts/Directions 1) Individual: The Big Picture: A Strategic Plan (Benchmark Assessment) a) School Profile i) In Module 3 and using the institution you with which you are associated, you wrote a school profile (1000–1250 words). The school profile’s major goal is to describe the school and its programs with the intent to improve the institution through informed decision making. Issues to consider when developing the school profile included: (1) Philosophy, mission, and vision. (2) Community and school (staff and students) demographics, including the well-being of the community. (3) Existing school improvement plans and activities, including support for remediation. (4) Special education programs. (5) Student performance/achievement profile. (6) School progress. (7) School resources....
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...Module 6 Organizational leadership 3 marks 1) What do you mean by “charisma”? Ans: Charisma is a trait found in individuals whose personalities are characterized by powerful charm and magnetism (attractiveness) and superior capabilities of interpersonal communication and persuasion. According to Weber, charisma is a pure form of authority based on the gift of divine grace. The term charisma is applied to a certain quality of an individual personality by virtue of which he is considered extraordinary and treated as endowed with supernatural, superhuman, or at least specifically exceptional powers or qualities. 2) Who is a charismatic leadership? Ans: Charismatic leadership is a leadership based on the leader’s ability to communicate and behave in ways that reach followers on a basic, emotional way, to inspire and motivate. 3) Define the term “transactional leadership”. Ans: A transactional leader is one who guides and motivates his follows in the direction of establish goals by clarifying role and task requirements. It involves exchange relationship between leader and the followers. It is a perception for mediocrity and that transformational leadership leads to superior performance in organization facing demands for renewal and change. 4) Differentiate between transformational and transactional leadership...
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...Final Project Antonio Williams Dr. Dollyne Wayman-Brody EDU 530 06/17/2010 Strayer University If I had to choose a leadership style then, I have to say that I believe that I represent the Human Resource style of leadership. In an effective leadership situation, the leader is a catalyst and servant whose leadership style is support, advocating, and empowerment, while in an ineffective leadership situation; the leader is a pushover, whose leadership is abdication and fraud. Human Resource Leaders believe in people and communicate that belief; they are visible and accessible; they empower, increase participation, support, share information, and move decision making down into the organization. Scratch the surface of an excellent school and you are likely to find an excellent principal. Peer into a failing school and you will find weak leadership. That, at least, is the conventional wisdom. Leaders are thought to be essential for high-quality education. But is this indeed true and if so, exactly how does leadership work? Amidst the seeming certainty that leadership matters, there is much that we do not yet understand about effective educational leadership. However, the knowledge base about leadership is constantly growing. This knowledge can be used with confidence to guide leadership practice, policy, and research. It also can provide a good starting point for dialogue with diverse audience about the future of educational leadership. Like other complex human activities...
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...Syllabus Page 1 of 6 GE347—Group Dynamics Note: The course syllabus describes how the course will be taught and how the materials and activities are planned. Please print the syllabus for your reference. Course Description In this course, students examine elements of successful teams and small decision-making groups. Emphasis is on communication, critical thinking and group process techniques. Quarter Credits 4 Instructional Contact Hours 40 Instructional Methods Prerequisite Courses Co-requisite Courses 40 hours theory 0 hour lab GE117 Composition I or equivalent None Objectives 1. 2. 3. 4. 5. 6. Explain the importance of group dynamics. Critique the performance of groups/teams in a variety of scenarios. Evaluate the use of problem-solving and decision-making techniques for virtual groups/teams. Apply theories of small group communication during small group activities. Apply ethical standards while participating in groups/teams. Apply critical-thinking and analysis skills to overcome obstacles and improvise solutions as a leader within small groups. 7. Use the ITT Tech Virtual Library for research and information necessary to complete assignments and projects. SCANS Objectives SCANS is an acronym for Secretary's Commission on Achieving Necessary Skills. The committee, created by the National Secretary of Labor in the early 1990's, created a list of skills and competencies that the committee feels are necessary for employees to function in a high technology...
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...COURSE OUTLINE Course Description Administrative processes in utility-creating business operations; decision making; planning; controlling; organizing; staffing; supporting business information systems; measuring and improving effectiveness; production processes, production operations and institutions in American and worldwide business. Prerequisites: All lower division business core courses or instructor's consent; corequisite Management Science 361 A. Course Objectives This course covers part of the body of knowledge known as Principles of Management and/or Organization Theory as well as the essentials of Operations Management (OM). The emphasis is on understanding the role of the Operations Managers in manufacturing and service organizations. The objective will be to learn relevant theories, concepts and techniques relevant to the activities of an Operations Manager and also learn solving OM problems. Teaching method This is a lecture/discussion course. As this course covers two subject areas, there are many topics and sub-topics to address. To make optimal use of time, the instructor will set up a broad, but clear, framework to cover a topic or a series of related topics and explain the core concepts. The best use of this approach can be made by the student only if the student does the required reading, come prepared, ask questions and take part in discussions. Examples will be worked out when dealing with topics involving quantitative techniques and...
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...Euthanasia could be defined narrowly or broadly. In the medical and legal field, when the term is used without qualification, euthanasia usually signifies “voluntary active euthanasia”. According to the Professional Code of Practice of the Medical Council of Hong Kong, euthanasia is defined as “direct intentional killing of a person as part of the medical care being offered”. Euthanasia is illegal throughout the world with the exception of Netherlands, Belgium and Luxembourg. However, in public debates and in bioethics literature, the term euthanasia often carries a broader meaning. Forgoing life-sustaining treatment (LST) is often considered as one form of euthanasia, labeled as “passive euthanasia”. Different ethicists define “passive euthanasia” differently. Some define the term as all forms of forgoing LST, while some define it as forgoing LST with the intention to shorten life. It should be noted that, legally and medically, forgoing LST is distinct from active euthanasia. The former, if carried out under appropriate circumstances (when it is the wish of a mentally competent patient or when the treatment is futile), is legally acceptable in most parts of the world including Hong Kong. To avoid any unnecessary confusing connotations, the term “passive euthanasia” is not recommended by the medical and legal field, and the term is not used...
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...E-Learning Project Management and Documentation Guidelines The work described in this document has been undertaken by the Human Factors Integration Defence Technology Centre, part funded by the Human Capability Domain of the U.K. Ministry of Defence Scientific Research Programme. © Human Factors Integration Defence Technology Centre 2006. The authors of this report have asserted their moral rights under the Copyright, Designs and Patents act, 1988, to be identified as the authors of this work. Reference .............................................. HFIDTC/WP2.1.5/1 Version.................................................................................2 Date................................................................. 30 April 2006 ©Human Factors Integration Defence Technology Centre 2006 HFIDTC/WP2.1.5/1 Version 2/ 30 April 2006 Authors J. Pike J. Huddlestone Cranfield University Cranfield University ii HFIDTC/WP2.1.5/1 Version 2/ 30 April 2006 Contents 1 2 2.1 Introduction ................................................................................................ 1 The e-learning development lifecycle ......................................................... 2 Instructional design perspective.......................................................................................... 2 2.1.1 Key Stages................................................................................................................ 3 2.1.2 Design and Development...
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...Engineering, Bharathidasan University Trichy, Tamilnadu, India 4 Computer Science, Bharathidasan University, Arignar Anna Govt. College Trichy, Tamilnadu, India With bandwidth increasing at a constant pace, technology in education has become an important part for delivery of educational content to students. Online learning in various forms is gaining popularity but lacks the adaptability required to hold the learners attention due to its rigid structure. Though animation and powerful graphics enhance the learning content, delivery of content according to learners need is yet to become a reality. It is not possible to build a l earning system that can satisfy every learner as some people respond best when they see basic facts on a clean page, others when they have a lot of charts and graphs at their fingertips. To overcome these shortcomings the content delivery itself can be made dynamic based on the learner's need. In this paper we propose a novel method to identify a user's need based on the cognitive behavior of the user. Based on t he response of the user, an decision tree induction algorithm is used to predict the requirements of future users. Keywords: User interface design, Cognitive approach, online learning, and decision tree induction. Abstract groups involve a group of students facilitated by a teacher online who may involve in...
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