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Transforming a Low Performing School.pptx
- 1. Title: Transforming A Low Performing School Name: Alfred Poyser Program Name: MSED Educational Leadership and Administration Course Name: Teaching and Learning For School Leaders Course Code: EDUC 6200E Instructor’s Name: Dr. Judith Blakely Date: 20 March 2023
- 3. Our short-term mission to close the performance gap and raise test scores in literacy and numeracy We will approach this by developing students’ self esteem and higher order thinking skills so that they will be able to gain a deep understanding of concepts and ideas rather than just content Help students to understand the real purpose of education and what really is being achieved at through school
- 4. Experienced teachers will be paired with junior teachers in a professional mentorship relationship Experienced teachers and school level junior, middle and senior management team can use opportunity to Model behaviors and dispositions necessary to develop and promote positive school culture. This will also aid in sharing our vision and mission moving forward, while experienced teachers help to showcase our shared purpose and direction. As we detect areas with room for improvement in each other we will use the opportunity to guide each other towards improvement.
- 5. Funds will be identified and set aside to foster professional development for staff Workshops and courses will be brought to school for teachers to be certified in cutting edge areas •Students Have Better Learning Outcomes. •We Learn Better Ways to Teach. •We Develop Better Organization and Planning Skills •We Gain Knowledge and Industry Insight into best practices in how people learn •We Want to Continue our Education
- 6. Teachers in each grade level will be formed into teaching teams where ideas are shared. Teachers may call on each other as resource persons in areas where they may not be as strong. Strengths are shared across the board enabling all students to benefit from the strengths of all teachers. This method should ensure that excellent teaching and learning spreads beyond single classrooms • Teachers share innovative practices. • Responsibility is shared by all team members • Students benefit from creativity in lesson planning and delivery • professional relationships are strengthened • Community and school culture is strengthened. • allow specialization or strengths shine. • share the workload. • grow confidence in decision making.
- 7. Identify strengths in teachers and enable these teachers to lead committees and workshops where they can use peer teaching to develop their strengths in others • To help reduce fear and mistrust of authority • to help the principal in formulating plans, policies and objectives to gather facts relating to problems • to settle grievances or disputes and to determine the validity of the past and present courses of action • to bring coordination among the activities of the school stakeholders through interchange of views, opinions, and information • to decide other personnel matters like promotions, merits, opportunities • To extent best practices across the board • To promote motivation through participation
- 8. As we aim to develop and enhance the self esteem of all our students and mentor them to cultivate and utilize their higher order thinking skill, we need to put measures in place to reduce the inequality gap. One such method is removing the need for students to pay for lunch at reception. Parents will be encouraged to prepay for meals at the beginning of the term, monthly or weekly. This money will be combined to provide school lunches for all students. As each student will be able to receive lunch without making an actual payment, no one will know which students are on the lunch assistance program. This will remove the inequality among students and help to improve their self image. Reduce childhood hunger and food insecurity. End school food stigma Terminate “lunch shaming.” Remove a significant administrative burden. Improved meals for all students Promote student health. Enhance learning and academic achievement. Foster social solidarity, reduce bullying, promote cohesion.
- 9. Lessons in all subject and content areas will be taught engulfing a literacy and numeracy theme for the week/month • Impact students with all learning styles across all grade levels • Enable the adaptation of math and literacy curricula and programs to meet the needs of diverse learners across grade levels • Enhance the higher order thinking skills of students across all grade levels • Enable learning of literacy and numeracy in all aspects of school life • Enable learning through play • Develop yearning for learning • Learning Becomes Meaningful • Theme-based Learning Supports Different Learning Needs • Interesting Themes Encourage a Love of Learning • Children Make Deeper Connections • Children Learn About the World. • builds a bridge between different topics, subjects and skills • helps children see and make connections between them, • helps them recognize the interconnectedness of the world around them which leads to more creativity and innovation in their thinking.
- 10. Through play, people of all ages develop problem-solving skills, imagination and creativity, language and observation skills, and memory and concentration. Students use play to test their theories about the world and their place in it (Parentzone Scotland, 2023). • Improving communication skills. • Developing problem-solving abilities. • Teaching conflict resolution. • Nurturing creativity. • Encourages relationship-building. • Promoting independence. • Making meaningful discoveries about the world around them. • Motivating exploration.
- 11. AccountLearning Contents for Management Studies. (2023, March 20). Committee | Meaning & Definition | Features | Advantages & Disadvantages. Retrieved from AccountLearning.com: https://accountlearning.com/committee-meaning-definition-features-advantages-disadvantages/ Akbari, O., & Sahibzada, J. (2020). Students’ Self-Confidence and Its Impacts on Their Learning Process. American International Journal of Social Science Research. Crews, A. (2011). Using Games to Support the Curriculum: Getting Teachers on "Board". ERIC, 10-13. Feiman-Nemser, S., & Parker, M. B. (1992). Mentoring in Context: A Comparison of Two U.S. Programs for Beginning Teachers. Michigan: National Center for Research on Teacher Learning. Gutierrez, E. (2021). The Effect of Universal Free Meals on Student Perceptions of School Climate: Evidence from New York City. New York: EdWorkingPaper: 21-430 Annenberg Institute at Brown University. doi:: https://doi.org/10.26300/mcqq-sd26 Homerblog. (2023, march 24). Learning Through Play: Benefits, Ideas, And Tips For Families. Retrieved from homerblog.com: https://www.learnwithhomer.com/homer-blog/5847/learning-through-play/ Main, K. M., & Bryer, F. K. (2006). What does a "good" teaching team look like in a middle school classroom? Griffith University, School of Cognition, Language, & Special Education, online.
Editor's Notes
- As a team we have been working hard and the hard work has been noticed and is appreciated. We however have been experiencing below expected test scores. As a team we will work together at improving our standing. I know that we have tried different strategies before but we must keep trying as I know that we can do it. I am suggesting that we work together as a team on this new plan. Together we will focus on reaching each student through ourselves. The aim of this mission is to make ourselves more reachable and understandable by our students. We will enable ever student to benefit from the best we have to offer in human resources.
- Our demographics have changed over the years from a predominantly white school to a more diverse learning community. Our test scores in literacy and numeracy have however waned for all demographic groups. It is therefore important that we implement strong programs that will reach all students and focus on improving self esteem and their higher order thinking skills. Our programs should seek to remove stereotypes associated with different demographics and improve a sense and feeling of equal access to success for all. While out ultimate aim is to improve test scores, we must do this through improving our students ability to reason and think creatively, breakdown and solve problems, deduce fact and truth from fiction (Akbari & Sahibzada, 2020) self confidence affected students’ participation and interest in lessons, their goal setting and seeking skills, as well as their ability to share opinions in class. Self esteem can affect students’ ability to develop their higher order thinking skills. It is our responsibility to first foster self esteem among our students, then work on developing their higher order thinking skills and this will lead to them being able to gain deep understanding of the content we teach
- Our internal mentorship programs will enable experienced and performing teachers to foster less experienced teachers in order to share ideas and resources (Feiman-Nemser & Parker, 1992) in their report on mentoring, sees it as a a key factor in school improvement and concluded that mentoring programs serve to improve teaching while eliminating isolation among teachers. This study identifies three perspectives of mentors: Local Guides educational companions agents of cultural change As local guided mentors take the opportunity of explaining school policies and practices, sharing methods and materials, solving immediate problems in an attempt to help junior teachers to fit adjust comfortably into the school vision and mission while developing their teaching art. Educational companions are move focused on long-term, professional goals such as helping mentees learn to develop students’ higher order thinking skills and support their actions with sound reasons. as agents of cultural change, mentor teachers focus on nurturing customs of collaboration and shared inquiry. They create networks between mentees and other colleagues, and encourage opportunities for teachers to visit each other's classrooms. Agents of social change facilitate conversations among teachers about our profession.
- (Queen University, 2023) reminds us that education is a never-ending process. It doesn’t stop after earning a degree and starting a career. Through continuing education, career-minded individuals like ourselves can constantly improve our skills and become more proficient at our jobs. If we are to continue to effectively impact student learning and student achievement, we must constantly enhance our knowledge and skills and keep current with the most current educational standards and best practices. With this in mind Richman Middle School will organize and present at least one professional development program each month, which will be free to all teachers. As we identify the strengths among our cadre of teachers. Since some teachers have demonstrated excellent performance in different areas of teaching and learning, we will enable these teachers to share there knowledge and ideas with us through specialized courses to be presented by them. Cultural immersion In order to be able to reach our diverse cadre of students it is important for us to learn a little about their diverse languages and cultures. This will enable us to understand the more and help us to create learning environments and lessons that better reach them.
- (Main & Bryer, 2006) defined team teaching as a concept where two or more teachers combine their talents, expertise, interests and resources to take joint responsibility for any or all aspects of teaching the same students. Team teaching exposes all students being taught by a particular team to the best resources available in all areas. It offers diversity in teaching styles and approaches, which increases the possibility of reaching the different learning styles of our students. (Patricia-MaryEsomonu, et al, 2015) in their research on teaching English language comprehension found that students taught with team teaching approach achieved significantly higher than those who were taught with the single teacher approach. Employing the Team Teaching Approach at Richman Middle School will enable us to use our diverse teaching styles, experience and unit/subject knowledge to reach each student and offer the best that each teacher has to offer to every student. How will we do this? Teacher across a particular grade level will have common planning where strengths and weaknesses may be identified. This is where strengths will be pulled on for different topic areas to be taught and assessed by teachers with strongest abilities. Strong teachers can then mentor other teachers in the area of strengths and vice versa Collaborative appraisals Teachers will also visit each other’s classroom to identify strengths which may be shared or borrowed
- Leadership abounds in our school. We must acknowledge and show the various leadership qualities within our faculty. As principal, I believe in shared leadership and shared decision making. With this in mind we will form four committees and all teachers are expected to join one. The leadership of each committee will be democratic and rotational. The three committees will be Academic Student welfare disciplinary school culture (The Wallace foundation, 2013) report on the principal’s role in guiding schools towards better teaching and learning highlights the story of Dewey Hensley who transformed a failed school to superior performance. One of his first actions was to bring out the leadership qualities and skills within his faculty. Committees will be empowered to advise principal on management decisions. Teachers opinions will be heard and put into practice. Together we will build our school Principal will continuously visits classes to observe teaching and give prompt feedback and acknowledgements.
- It can be embarrassing for students on free or reduced lunch plans in the lunch line. These students are identified by all other students as being below par and in a lot of cases have to endure taunts, snickering and differentiated treatment. Research into free and reduced lunches for poor children across the united states found that a large percentage of students who are eligible for the program shy away from the meals due to stigma. The last few years have seen more schools opting to provide free meals to students regardless of household income. (Gutierrez, 2021) found that making school lunches free to all students not only increased participation in school meals, but also improves test scores and reduces incidences of bad behaviour. It will require the participation of all of us as we try to motivate our students to raise their self esteem and believe in the common dream we all have for them. Truancy and negative behaviour will be delt with on a case by case basis, first by the disciplinary committee. Each case will be treated holistically looking at causes, effects and possible remedies which will be recommended to the principal for action and feedback to the committee. Parents will be included in the process of recovery of each child. We will try a new approach of including parents at all stages of the students’ career path. Class teachers to call individual parents and tell them about one positive change in their child per week. By week three parents will be invited to short meeting where accomplishments of child are discussed and parents brought onboard with their role in helping the child moving forward
- Theme Teaching The academic committee will formulate the literacy and numeracy calendar for each year group with weekly/monthly focus points. Each subject will then encompass the focus point for the week in their lessons. For example a focus point on percentage will be included in all other subject lessons while the math teachers are on that topic. This will enable students to get multiple views and vantage points on the topic area. This theme teaching concept will enable us to improve literacy and numeracy skills, raise their higher order thinking skills, create deep understanding, and improve achievement in standardized tests. When students learn through a theme, they are learning in context. This not only helps students understand what they are learning (and why they are learning it), but also to attach ideas and skills to specific contexts. Consequently, this helps students remember what they have learned (Romani, 2023). Extended Curriculum This concept will see us extending the curriculum beyond the classroom. Every aspect of school life will be an opportunity to learn. Interactions in the canteen and other areas of school will require critical thinking, problem solving and higher order thinking skills even to decide on their lunch choice. There will be daily problems for different year groups that students may solve for an array of prizes. Faculty and staff will engage students in fun games and conversation that stimulate higher order thinking skills.
- While learning-through-play experiences, are usually aimed at helping children grow holistically, they can also foster numeracy and literacy improvement. Play aids in building their confidence, encouraging them to be naturally inquisitive, and furthering their social-emotional development (Homer, 2023). Teachers on duty during play and break times are encouraged to engage children in board games and other games that foster and develop higher order thinking skills, like problem solving and literacy and numeracy skills like pin the tail on the donkey, Pictionary, charades, chess, checkers etc. Students could earn points during games. Discussion should be encouraged after games so children get to use their higher order thinking skills to break down the game they just played and prepare strategies for their next experience. Game technology works well to enhance literacy, numeracy and Higher Order Thinking skills. Games give students opportunities to apply concepts they have learned. They also promote collaboration, inquiry, and critical thinking. By using games that support the curriculum, educators can give students opportunities to experience play, while at the same time promoting student achievement (Crews, 2011).
- Parentzone Scotland. (2023, march 24). Learning through play. Retrieved from Parent zone Scotland: https://education.gov.scot/parentzone/learning-at-home/learning-through-play/#:~:text=Through%20play%2C%20children%20and%20young,and%20their%20place%20in%20it. Patricia-MaryEsomonu, N., Akudolu, L.-R., & Ezenwosu, N. E. (2015). Effects of Team Teaching on Students’ Academic Achievement In English Language Comprehension. IOSR Journal of Research & Method in Education, 6-12. Queen University. (2023, March 20). THE IMPORTANCE OF PROFESSIONAL DEVELOPMENT FOR EDUCATORS. Retrieved from Queens University of Charlotte: https://online.queens.edu/resources/article/professional-development-for-educators/ Romani, P. (2023, March 22). What is Theme Based Curriculum? Retrieved from Pear Tree School: https://peartree.school/theme-based-curriculum/#:~:text=When%20students%20learn%20through%20a,remember%20what%20they%20have%20learned. Sor, F. (2023, March 20). 5 Benefits of Theme-based Learning. Retrieved from Happy Tots Shelf: https://happytotshelf.com/5-benefits-of-theme-based-learning/ The Wallace foundation. (2013). The School Principal as Leader: Guiding Schools to Better Teaching and Learning. New York: The Wallace Foundation.