2014-11 Building a Culture of Innovation Focused on the Customerimagine.GO
This session will offer insights into the role of innovation in changing a company’s culture – towards consumerism. Innovation is the inspiration, aspiration and execution tactic a company needs to rapidly make the shift to a consumer culture.
2014-11 Building a Culture of Innovation Focused on the Customerimagine.GO
This session will offer insights into the role of innovation in changing a company’s culture – towards consumerism. Innovation is the inspiration, aspiration and execution tactic a company needs to rapidly make the shift to a consumer culture.
2012-12 Maximizing Member Engagement through Technologyimagine.GO
This presentation looks at the four key components of retail health and how healthcare companies should use them to design their consumer products following strict adherence to the concept of minimum viable product.
2012-12 Member Engagement A Journey to Consumerism for Medicare Health Plansimagine.GO
This presentation introduces persona lifecycle modeling into the product design of Medicare Insurance products. It was coupled with my Workshop 1a – Claim Your Consumer.
2013-01 Building a Framework for Sustainable ACO Enablementimagine.GO
Insurers and Providers must first agree on how to share risk. After that, begins the hard part. For ACOs to last, unlike managed care in the 90's, they will need a sustainable framework to achieve cost, quality, and patient experience.
2013-07 Creating an Intentional Customer Experience through User-Centered Designimagine.GO
Health insurance plans are rated at the bottom of the Forrester Customer Experience Index. Consumers believe insurance products are overly complex and unnecessarily so. Those that do have insurance do not understand it. And those that think they understand health insurance do not use it very well.
With the additional complexity of the Affordable Care Act, millions of customers that have never used health insurance products before will be coming into the “system” with little or no idea of how to purchase product(s) aligned to their needs.
This presentation is a practical guide to understanding and championing design thinking within your own organization.
2013-03 Creating a Culture of Innovation for Health Plansimagine.GO
How can health insurers become more innovative and flexible in a heavily regulated market? You must develop an organizational culture that prioritizes innovation and ties it to the organization’s strategic direction.
For my research project, I decided to study the effectiveness of educators when they have earned tenure status verses when they have not. I discussed how the evaluation process looks different for teachers based on how many years they have been teaching. I also studied the mental health status of teachers who are in different stages of their careers.
This article was retrieved from the ERIC database in the CEC L.docxchristalgrieg
This article was retrieved from the ERIC database in the CEC Library on 1/7/2016.
Frank, S., Baroody, K., & Gordon, J. (2013). First steps: What school systems can do right
now to improve teacher compensation and career path. Education Resource
Strategies.
1
JULY 2013
TRANSFORMING TEACHING
The Moment
Across the country, school districts are struggling to improve student performance on flat or declining
budgets. While school improvement methods are as varied as the towns and cities where they take
place, district leaders increasingly agree that the road to improved student outcomes must pass
through improved instruction. With many states implementing new teacher evaluation systems, and
the impending arrival of Common Core standards that will put pressure on an already stressed teaching
force, districts are trying to adapt their human capital strategies to develop and retain teachers for the
21st century. One of the most potentially catalytic elements of any human capital strategy is teacher
compensation and career path.
Many districts are understandably cautious about implementing large changes, such as redesigning the
step-and-lane system that has existed for decades. New evaluation systems must be implemented and
vetted before they are linked to compensation, and it is challenging to find common ground among
administration, teachers, and unions on the best approach. But most districts face critical student
performance challenges and budgetary constraints now—and need to improve in the short term even
as they lay the foundations for broader change in the future.
First Steps
In this paper, we outline a series of actions that districts can take to start moving toward a future vision
of the teaching job. These First Steps shouldn’t replace the larger work of overhauling the system, but
they allow districts to have short-term impact while advancing toward the ultimate goal. We define
First Steps as actions which:
• Have a positive impact on student outcomes
• Can be implemented within a year
• Can be implemented within existing collective bargaining agreements or are likely to have broad support
TEACHER COMPENSATION & CAREER PATH
First Steps:
What School Systems Can Do Right Now to
Improve Teacher Compensation and Career Path
Part of a series of ERS publications on teacher compensation, this paper explores the steps districts
can take now for sustained impact on teacher effectiveness.
By Stephen Frank, Karen Baroody, and Jeff Gordon
2
• Require little or no new investment, or are budget neutral when implemented in combination
• Build toward a new vision of a teacher compensation and career path system that can attract, retain,
and leverage the skills of a highly effective teaching force
Though these First Steps described below are numbered, they do not need to be taken in order. In
addition to describing each strategy, we estimate how much each action might cost to implement (or
save if imp ...
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
The Implications of StandardsPlease respond to the following.docxlaurieellan
"The Implications of Standards"
Please respond to the following:
Evaluate the purpose of student performance standards and developmental standards. Propose how each performance standard can be strengthened to assist student learning.
Evaluate the efficacy of the standards-based movement and examine how it has affected schools in general. Support your position by providing two examples from personal experience.
Peer Post
Expectations for instruction, assessment, and student work are called Performance Standards. These incorporate the content standards and they define the level of work that demonstrates achievement of the standards. Performance standards isolate and identify the skills needed to use the knowledge and skills in problem-solving, reasoning, communicating, and making connections with other information (Schlechty, 2009).Developmental standards are standards that teachers feel are important. These standards parents understand and can help enforce at home. The standard's goal is to ensure students have the basic knowledge and work habit to pursue different task. For instance, a student being able to read well enough to comprehend the material given (Schlechty, 2009). My suggestion would be to gear all performance standards towards improving student’s performance. Some standards need to be reformed to fit the needs of the ever-changing curriculum and student abilities. Teamwork is the key to transforming issues in performance standards. For instance, a teacher not being able to reach one student should collaborate with another grade level teacher for some suggestions for strategies.
The standards-based movement has affected the way educators present a specific objective. Teachers are expected to teach according to standards and students are expected to learn these standards. For instance, a standards-based test is an assessment based on the outcome-based education or performance-based education philosophy. Evaluation is a key part of the standards-based movement. The first part is to set new, higher standards to be expected of every student. Then the curriculum must be aligned with the new standards. This has transformed the school in a negative direction. Teachers have limited flexibility to teach, and schools are more about passing end of year test rather than learning the necessary material needed. For example, standards are so important now that some items have been eliminated from the curriculum such as cursive writing. Evaluations have become the norm of the school curriculum. Its day 23 in the 2018-19 school year for my daughter, she has complained yesterday how she took a test in each subject. Which left me a little confused what could she have mastered in 22 days to receive an assessment in all subjects in 5th grade? A standard-based movement has eliminated real learning in schools.
Schlechty, P.C. (2009).
Leading for learning: How to transform schools into learning organizations
. San Francisco, CA: Jossey-Bass.
...
Stand for Children Indiana and Teach Plus Indiana released a new report that assesses the state of the teaching profession in Indiana and puts forth a series of recommendations to combat teacher shortage and help retain teachers in the Hoosier state.
Groups Unveil Plan to Address Indiana Teacher Shortage
Article Review
1. Article Review
The Effect of Year-Round Schooling on Administrators
By Luis Wildman and Associates, Educational Administration Program, 1999
Jennifer Kaupke
EDA 544
January 30, 2011
2. This article looks at extending the school year from an uncommon perspective. Although
most articles regarding extending the school year are centered on student achievement and
student burnout, the article The Effect of Year-Round School on Administrators, also looked at
the effect it might have on administrators. This article noted that there appears to be a mixed
result regarding whether or not extending the school year increases student achievement. Studies
have shown some increase in student achievement but most find that increase only in
disadvantaged students. One of the main points that this article makes is that moving to a year
round schedule provides a much shorter break between academic years and, therefore, many
principals never take a vacation. When there are only a few weeks of summer break and many
principals spend several weeks of their summer planning for the following year, their entire
“break” is spent working. This schedule often leads to burnout of administrators. Although the
article didn’t discuss teacher burnout, much of the same could probably be applied to most
teachers who spend at least a week or two preparing for the upcoming school year.
This article also identified and described three different variations of year-round
schedules. The first plan is the 45/15 plan where the school year is divided into four equal
groups where students are in school for 45 days followed by 15 days of vacation. The second
plan is the 60/20 plan where the year is only divided into three parts and school is in session for
60 days followed by 20 days of vacation. The third plan is the Orchard plan where students and
staff are all off in July but the remainder of the year is divided into five tracks in which students
attend school for 60 days followed by 15 days of vacation.
The article identified three main reasons that a school chooses to adopt a year round
schedule: to house additional students, to improve student achievement and to save money. The
3. multiple-track system does accommodate a significant number of additional students. The article
states that the effect of student achievement appears to be mixed. It is noted that student who
have certain advantages allowed to them throughout the summer (family vacations, going to
museums, etc) do not show an increase in academic achievement but students who do not have
these same advantages will often benefit from a year-round schedule. Although cost is reduced
in most situations, in extreme climates the cost is not reduced significantly.
From a human resources perspective, there are many things that must be considered,
regarding the lengthening of the school year. Budget is of very high concern. Where will the
funding come from? Will teachers receive higher pay for additional days of teaching? How will
schedules work with neighboring schools? Will hiring be an issue when many of our employees
currently have summer jobs to supplement their income? With the current budget shortages, we
must make decisions that are financially responsible and in the very best interest of all
stakeholders. We must also consider the effect that increasing the school year will have on
student, teacher and administrator burnout. What supports will we have in place to ensure that
our employees do not become burned-out and how will we retain quality employees? The final,
and probably the most critical, aspect we must consider is student achievement. If many of the
studies available do not show an increase in student achievement what are we gaining by
increasing our school year? Is there significant data to support our decision? Do our students fit
into the category of “disadvantaged” and will, therefore, have more success? All of these
questions must be carefully considered when a school is determining whether or not moving to a
longer school year is the correct decision.
4. I chose this article because of its unique perspective. As a future principal, it was
interesting to read about what the effects of a year-round schedule have on administrators.
Having effective leadership within a school often dictates the success or failure of that school,
therefore it is important that principal burnout is taken into consideration when making decisions
for a school or district.
Personally, I feel that this article makes many good points both is support and opposition
of a modified school year. I have never worked in a school with a year-round schedule but I
think I would prefer that type of schedule. Although it seems that increased student achievement
is not guaranteed, I feel as though students would have a better mindset at the beginning of each
year if they didn’t have such a long vacation. Also, having longer breaks throughout the year
might help keep students and teachers from becoming burned-out during the school year.
Do the disadvantages of having a longer school year outweigh the advantages? This
article does a good job of bringing to light many of the issues surrounding a longer school year
and its implications on our schools and personnel.