American university of the middle east educational philosophy
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AUM aims at educating students to become well-rounded leaders and entrepreneurs. The University seeks to equip its students with a solid intellectual and academic foundation supported by career-specific skills, professional behavior, and ethical values.
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- The current exam-oriented system focuses too much on memory and comprehension over developing skills like critical thinking.
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Becoming an instructional leader involves taking actions to encourage growth in student learning. An instructional leader refers to the branch of educational leadership focused on curriculum and instruction, and is imperative to improve instruction and student achievement. Effective instructional leaders share leadership, use data to make instructional decisions, monitor curriculum and instruction, visit classrooms, collaborate in leading, act as learners, lead a learning community, and tap into teacher expertise. Key characteristics of good instructional leadership include knowledge, confidence, and enthusiasm. Instructional leaders take on roles as supervisors, chief learning officers, direction setters, practicing teachers, heroic leaders, facilitators, and culture builders. Their functions involve making student and adult learning a priority, setting
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Instructional leadership focuses on improving the quality of teaching and learning to increase student achievement. Instructional leaders ensure all students have access to high-quality instruction and create a school-wide culture of high expectations. The 4D Framework describes four dimensions of effective instructional leadership: defining beliefs, goals, and expectations; evaluating, developing, and supporting teaching; managing curriculum, instruction, and assessment; and ensuring school-wide culture of learning and professional behavior. The framework is based on beliefs that instructional leadership should be learning-focused, involve a team of leaders with the principal as head, incorporate public and reflective practice, address student diversity, and effectively manage resources and staff.
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2) Selecting and creating learning experiences, which is described as an artistic process.
3) Organizing learning experiences to maximize their combined impact.
4) Evaluating the curriculum through an ongoing process of checking the validity of assumptions about how the curriculum impacts people, processes, and outcomes.
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EDD/581 Action Research and
Evaluation
Copyright ©2013 by University of Phoenix. All rights reserved.
SYLLABUS
Course Description
This course examines action research and its role in decision-making and in educational practices. Students are introduced
to various types of action research and to the elements of the action research process, including identifying a problem,
determining a problem statement and a purpose, conducting a literature review, planning for the collection and the analysis
of data, and creating a plan of action. Methods for collecting, evaluating, and analyzing data are discussed. Students
identify ethical issues related to research as well, including a professional code of ethics, confidentiality, and research
using human subjects. In addition, they synthesize and apply the content of the course by writing a proposal for an action
research study.
Course Dates
Oct 29, 2013 - Dec 23, 2013
Academic Standards
The following standards apply to or are associated with this course for accreditation, governance, or compliance.
National
Standard 3
A building-level education leader applies knowledge that promotes the success of every student by ensuring the
management of the school organization, operation, and resources through monitoring and evaluating the school
management and operational systems; efficiently using human, fiscal, and technological resources in a school
environment; promoting and protecting the welfare and safety of school students and staff; developing school capacity for
distributed leadership; and ensuring that teacher and organizational time is focused to support high-quality instruction and
student learning.
3.1 Candidates understand and can monitor and evaluate school management and operational systems.
3.2 Candidates understand and can efficiently use human, fiscal, and technological resources to manage school
operations.
3.3 Candidates understand and can promote school-based policies and procedures that protect
the welfare and safety of students and staff within the school.
3.4 Candidates understand and can develop school capacity for distributed leadership.
3.5 Candidates understand and can ensure teacher and organizational time focuses on
supporting high-quality school instruction and student learning.
Standard 1
A building-level education leader applies knowledge that promotes the success of every student by collaboratively
facilitating the development, articulation, implementation, and stewardship of a shared school vision of learning through the
collection and use of data to identify school goals, assess organizational effectiveness, and implement school plans to
achieve school goals; promotion of continual and sustainable school improvement; and evaluation of school progress and
revision of school plans supported by school-based stakeholders.
1.1 Candidates understand and can collaboratively develop, articulate, implement, and steward a shared vision of learning
for a school.
1.2 Candidates ...
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EDD581 Action Research andEvaluationCopyright ©2013 by .docx
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