The document outlines a goal-based model for curriculum planning that involves organizing structures like district and school advisory councils and curriculum task forces to determine responsibilities, identify leadership functions, and carry out activities like needs assessments and project evaluations. The planning process also aims to align educational goals with standards, develop a curriculum database, and establish a planning calendar.
The school management and educational leadershipPaolaGarcia4482
School leadership and management involves leadership, administration, and management working together. Leadership can be distributed among various people in the school and is not solely the responsibility of the headmaster. Successful school leadership requires guiding the school community towards its goals through motivation and orientation. It also involves treating all members of the school with respect, encouraging trust, and promoting democratic values. Effective leadership development employs methods like mentoring, coaching, and benchmarking that are grounded in educational principles of guidance, participation, and continuous learning.
The school management and educational leadershipmarializan
School leadership and management involves leadership, administration, and management working together. Leadership can be distributed among various people in the school and is not solely the responsibility of the headmaster. Successful school leadership requires guiding the school community towards goals, motivating others, and having strong pedagogical and problem-solving skills. Leaders develop through approaches like mentoring, coaching, and benchmarking good practices from other schools.
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
The document describes a proposed study skills course that will be evaluated using the ACTIONS model. The course consists of 5 units covering topics like motivation, exam preparation, presentation skills, learning strategies, and critical thinking. Each unit includes lesson prerequisites, objectives, content and activities. The evaluation will focus on usability and involve interviews and a checklist to assess students and instructional designers perspectives on aspects like navigation, visual design, and learner guidance. The interviews and checklist contain questions related to visibility, matching real world concepts, user control, consistency, error prevention and other usability factors.
This document discusses various theories of educational management and leadership models. It covers formal management models including bureaucratic, rational, hierarchical and systems models. It also discusses collegial and political models of management. For leadership models, it describes managerial, participative, transformational, interpersonal and transactional leadership. It provides details on the key features and concepts for each of these theories and models.
Professional action learning plan and portfolioNigel Ross
The document outlines an accountability framework and professional learning model used by Chaffey Secondary College. It links staff professional development plans to the school improvement plan and includes targets for student learning, engagement, and transitions. The professional learning model incorporates cycles of inquiry, knowledge building, and assessment standards to guide teachers' professional practice and identify areas for growth. Staff create an individual action plan and portfolio to document their learning and reflect on impacts on students.
The document provides an overview and agenda for a 5-day training on strategic planning for DepEd units, including developing a vision, mission, objectives and performance indicators, as well as conducting environmental assessments and formulating strategic plans and action programs. The training will utilize various frameworks and approaches to strategic planning, including rational and adaptive models, and cover topics such as developing a vision and mission statements, setting objectives and key result areas, and conducting SWOT and environmental analyses. The overall goal is to improve participants' knowledge and skills for strategic planning to help their respective DepEd units develop strategic plans.
Staying on target: Intentional implementation of the school improvement planedornan
1) The document discusses the school improvement plan (SIP) process at Nelson Elementary school in Bethel School District. It outlines the steps in the SIP cycle of gathering data, analyzing it to set goals and objectives, developing a plan, implementing it, and monitoring progress.
2) Principal Kelley Boynton ensures teacher buy-in and that the SIP reflects their input. Teams analyze school data and research best practices. They create action plans with measurable steps and regularly revisit progress.
3) Boynton focuses on developing high-functioning professional learning communities (PLCs) to sustain the SIP. Teachers define criteria for effective PLCs and track their time spent on areas like unpacking standards and assessing student learning.
The school management and educational leadershipPaolaGarcia4482
School leadership and management involves leadership, administration, and management working together. Leadership can be distributed among various people in the school and is not solely the responsibility of the headmaster. Successful school leadership requires guiding the school community towards its goals through motivation and orientation. It also involves treating all members of the school with respect, encouraging trust, and promoting democratic values. Effective leadership development employs methods like mentoring, coaching, and benchmarking that are grounded in educational principles of guidance, participation, and continuous learning.
The school management and educational leadershipmarializan
School leadership and management involves leadership, administration, and management working together. Leadership can be distributed among various people in the school and is not solely the responsibility of the headmaster. Successful school leadership requires guiding the school community towards goals, motivating others, and having strong pedagogical and problem-solving skills. Leaders develop through approaches like mentoring, coaching, and benchmarking good practices from other schools.
This document summarizes a seminar on creating objective-based syllabi. It discusses the basic elements that should be included in a syllabus, such as course information, learning goals, and assignments. It then explains what constitutes an objective-based or learning-centered syllabus, noting that it clearly outlines intended learning outcomes and how they will be measured. The document provides suggestions for developing learning outcomes and assessments. It emphasizes the importance of planning the course rationale, content, activities, and resources to engage students and achieve the specified learning objectives.
The document describes a proposed study skills course that will be evaluated using the ACTIONS model. The course consists of 5 units covering topics like motivation, exam preparation, presentation skills, learning strategies, and critical thinking. Each unit includes lesson prerequisites, objectives, content and activities. The evaluation will focus on usability and involve interviews and a checklist to assess students and instructional designers perspectives on aspects like navigation, visual design, and learner guidance. The interviews and checklist contain questions related to visibility, matching real world concepts, user control, consistency, error prevention and other usability factors.
This document discusses various theories of educational management and leadership models. It covers formal management models including bureaucratic, rational, hierarchical and systems models. It also discusses collegial and political models of management. For leadership models, it describes managerial, participative, transformational, interpersonal and transactional leadership. It provides details on the key features and concepts for each of these theories and models.
Professional action learning plan and portfolioNigel Ross
The document outlines an accountability framework and professional learning model used by Chaffey Secondary College. It links staff professional development plans to the school improvement plan and includes targets for student learning, engagement, and transitions. The professional learning model incorporates cycles of inquiry, knowledge building, and assessment standards to guide teachers' professional practice and identify areas for growth. Staff create an individual action plan and portfolio to document their learning and reflect on impacts on students.
The document provides an overview and agenda for a 5-day training on strategic planning for DepEd units, including developing a vision, mission, objectives and performance indicators, as well as conducting environmental assessments and formulating strategic plans and action programs. The training will utilize various frameworks and approaches to strategic planning, including rational and adaptive models, and cover topics such as developing a vision and mission statements, setting objectives and key result areas, and conducting SWOT and environmental analyses. The overall goal is to improve participants' knowledge and skills for strategic planning to help their respective DepEd units develop strategic plans.
Staying on target: Intentional implementation of the school improvement planedornan
1) The document discusses the school improvement plan (SIP) process at Nelson Elementary school in Bethel School District. It outlines the steps in the SIP cycle of gathering data, analyzing it to set goals and objectives, developing a plan, implementing it, and monitoring progress.
2) Principal Kelley Boynton ensures teacher buy-in and that the SIP reflects their input. Teams analyze school data and research best practices. They create action plans with measurable steps and regularly revisit progress.
3) Boynton focuses on developing high-functioning professional learning communities (PLCs) to sustain the SIP. Teachers define criteria for effective PLCs and track their time spent on areas like unpacking standards and assessing student learning.
Educational planning models is a topic from the subject Educational Planning (EdM 405) for the degree Master of Arts in Educational Management, planning process model, bell's strategic planning model, kaufman's strategic planning model, franco planning model
Planning is a vital process for schools that helps set priorities, accomplish goals, and improve programs. It involves organized thinking to determine what needs to be done, how it will be done, and who will do it. A good planning process stimulates improvement, anticipates the future, involves stakeholders, and adapts to changing needs. Planning establishes objectives and targets for educational development over a defined period using available resources. It is an ongoing, dynamic process of preparing decisions to achieve goals through optimal means.
Competency Based Curriculum as a Means for Linking the Outcomes of Higher Edu...Dr. Suad Alazzam
The issue addressed here is the missing link between the outcomes of university education and the current needs of local, regional, and global job markets. Competency-based curriculum is proposed as a means for creating such link.
The document discusses educational management. It defines educational management as planning, organizing, directing, and controlling educational institutions to effectively accomplish teaching, research, and community engagement. It outlines the functions of educational management as planning, organizing, directing, motivating, evaluating, and decision-making. The objectives of educational management in schools are to achieve institutional objectives, improve planning and implementation, enhance the institution's public image, ensure appropriate use of resources, and create a congenial school environment. Educational management aims to strengthen educational quality by improving ministries of education and institutions.
The document discusses action learning, including its definition, origins, promise, and potential pitfalls. Key points include:
- Action learning involves working on real business problems in cross-functional teams to drive business results and develop participants.
- It can provide benefits like developing leadership skills, accelerating development, and fostering innovation, but requires effective facilitation.
- Common pitfalls include projects that are too large in scope, lack of alignment with strategy, and lack of implementation planning.
- Critical success factors include challenging projects, executive sponsorship, balancing action and learning, and planning for implementation.
The document discusses educational leadership and the roles of leaders. It defines educational leadership as leading educational processes or organizations. It outlines several theories of leadership, including great man theory, situational theory, and transformational theory. It also describes 10 roles that teacher leaders can take on, such as being a resource provider, instructional specialist, mentor, and catalyst for change. Overall, the document provides an overview of concepts and theories related to educational leadership.
Educational Administration and ManagementNafisa Khan
The document discusses various theories of educational administration including classical, neo-classical, and critical theories. It describes key aspects of each theory such as scientific management principles, administrative management functions, and the focus on social values and ideologies in critical theory. Several theorists are discussed who contributed to different approaches, including Fayol, Gulick, Weber, Mayo, Maslow, and McGregor. The theories provide tools to help educational leaders with tasks like motivation, decision-making, policy implementation, and building effective relationships within the school system.
School administration involves planning, organizing, directing, and controlling resources to manage educational institutions. The key functions of administration include planning programs and activities, formulating policies, coordinating activities, providing leadership, and evaluating personnel and programs. The scope of administration encompasses managing personnel, finances, facilities, curriculum, student guidance and discipline, community relations, non-formal education, and evaluating administrative results. Effective administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluated based on results, preventive and constructive, focused on student development, and flexible.
This document discusses human resource development at Marks and Spencer. It begins with an executive summary that outlines the importance of human capital development for organizational success. It then covers several learning objectives related to understanding learning theories, styles and evaluating training events. Specific topics discussed include comparing different learning styles, explaining the learning curve and importance of transferring learning. The document also assesses current training methods used at Marks and Spencer and provides a systematic approach to planning training and development events.
This one tells you about the theories followed by the Human Resource Development people in order to tackle their problems. It contains number of theories, info about self learning, informal learning, learning curve, role of UK govt. etc.
Maximising training effectiveness (Special emphasis on public sector training...Thuraisingam Prabaharan
This document discusses strategies and techniques for maximizing training effectiveness for public employees in Sri Lanka who are adult learners. It identifies that training programs often do not properly assess needs or evaluate outcomes. It recommends three strategies: 1) Emphasize personal benefits of training to motivate adult learners; 2) Create a supportive learning environment; and 3) Use participatory training approaches like problem-solving and sharing experiences rather than only lectures. These strategies aim to improve relevance, involvement and results from public sector training in Sri Lanka.
Training is any planned activity to transfer or modify knowledge, skills, and attitudes through learning experiences. Personnel may require training for a variety of reasons, including the need to maintain levels of competence and respond to the demands of changing circumstances and new approaches and technologies. Training by itself cannot solve structural, organizational, or policy problems within an organization, although supportive supervision and the use of motivational strategies can help sustain performance improvement derived from training (www.who.int/medicinedocs/documents).
Conventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'. Importantly however, the most effective way to develop people is quite different from conventional skills training, which let's face it many employees regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies (www.businessballs.com).
1) The supervisor plays an important role in personnel administration through activities like orienting new teachers, providing in-service training, supporting morale, and assisting with personal adjustment.
2) The supervisor is well-positioned to contribute to personnel administration due to their relationships with teachers and understanding of instructional needs.
3) Key areas the supervisor can assist personnel administration include new teacher orientation, in-service professional development, creating a positive work climate, and addressing issues that impact job satisfaction.
It is rare that senior executives as a group have serious dialogue about development. Regular meetings, strategy meetings and Supervisory Board meetings are their cooperation areas. Those involved are aware that they could work together more effectively, efficiently and sustainably and contribute better as individuals if they made time for themselves and for one another. For this reason, Group Coaching has been developed over the last two decades as a particularly effective format for management development.
The document provides details about a human resource development assignment on Marks and Spencer. It discusses learning theories and styles, training needs at different levels, evaluation of training events, and government skills initiatives. Key points include:
1) Marks & Spencer analyzed learning patterns and theories to design HR strategies and training events to develop their 65,000 employees' skills amid organizational changes.
2) Training programs include performance appraisal, workshops, and attachments to help employees improve capabilities in a challenging work environment.
3) The government contributes to skills development to increase national output and quality of private sector organizations, introducing initiatives to provide successful training and improve working conditions.
The document provides an implementation plan for redesigning Module 4 of TVA's Challenges of First-Line Leadership course. It includes summaries of the content treatment and learning objectives for sections on great leadership, Maslow's hierarchy of needs, behavioral styles, situational leadership, and appreciative feedback. It outlines teaching strategies like lectures, group activities, and role plays. Learning will be assessed through discussions, workbooks, and personal action planning. The redesign aims to simplify concepts, incorporate DiSC assessments, provide real-world examples, and strengthen application of feedback skills.
This document provides information about planning and evaluating a training event for employees at Marks & Spencer. It discusses comparing different learning styles and theories that were used to design training. It also examines the training needs at different organizational levels and compares current training methods used at M&S, including advantages and disadvantages. A proposed group training event on problem solving and decision making is described. The document outlines an evaluation methodology using questionnaires, interviews, productivity measures, and manager observations to assess the training program and identify areas for improvement.
Training & Development
Training v/s development
Training v/s Education
Systematic Approach to Training
Training Methods
Executive Development
Methods and Development of Management Development
Career and Succession Planning
Performance Appraisal & Compensation
Performance Appraisal
Concept of Performance Appraisal
The Performance Appraisal Process
Methods of performance Appraisal
Essential Characteristic of an Effective Appraisal System.
Compensation
Objectives of compensation Planning
Job Evaluation
Compensation Pay Structure in India
Wage and Salary Administration
Factors Influencing Compensation Levels
Executive Compensation
Books referred - P. Subba Rao (Personnel & Human Resource Managment) & K. Ashwathappa (Human Resource Management)
Monitoring and Supervising Curriculum & Curriculum Revision and EvaluationShaharyarShoukatShou
This document provides an overview of curriculum monitoring and supervision. It discusses:
- Definitions of curriculum and its key elements/components like goals, content, learning experiences, and evaluation approaches.
- The importance of curriculum monitoring in determining if a curriculum is still relevant/effective and making improvements.
- The role of curriculum supervision in planning, directing, supporting the development, implementation and evaluation of curriculum.
- The process of curriculum revision to update and improve curriculum according to changes in needs, knowledge, and practices. It outlines the steps involved in revising curriculum according to the Higher Education Commission of Pakistan.
CH 8 Instructional Leadership and Change.pdfVATHVARY
Define instructional leadership.
List and summarize the main characteristics of instructional change.
List a series of processes and procedures that instructional leaders can use to implement and sustain change initiatives.
1. Educational management involves planning, organizing, directing, controlling, and evaluating educational institutions to achieve goals.
2. It requires applying management theories, concepts, and strategies to bring about effective and efficient functioning of schools.
3. Knowledge of educational management is needed to professionally run educational institutions and train teachers in management skills not covered in typical teaching degrees.
Educational planning models is a topic from the subject Educational Planning (EdM 405) for the degree Master of Arts in Educational Management, planning process model, bell's strategic planning model, kaufman's strategic planning model, franco planning model
Planning is a vital process for schools that helps set priorities, accomplish goals, and improve programs. It involves organized thinking to determine what needs to be done, how it will be done, and who will do it. A good planning process stimulates improvement, anticipates the future, involves stakeholders, and adapts to changing needs. Planning establishes objectives and targets for educational development over a defined period using available resources. It is an ongoing, dynamic process of preparing decisions to achieve goals through optimal means.
Competency Based Curriculum as a Means for Linking the Outcomes of Higher Edu...Dr. Suad Alazzam
The issue addressed here is the missing link between the outcomes of university education and the current needs of local, regional, and global job markets. Competency-based curriculum is proposed as a means for creating such link.
The document discusses educational management. It defines educational management as planning, organizing, directing, and controlling educational institutions to effectively accomplish teaching, research, and community engagement. It outlines the functions of educational management as planning, organizing, directing, motivating, evaluating, and decision-making. The objectives of educational management in schools are to achieve institutional objectives, improve planning and implementation, enhance the institution's public image, ensure appropriate use of resources, and create a congenial school environment. Educational management aims to strengthen educational quality by improving ministries of education and institutions.
The document discusses action learning, including its definition, origins, promise, and potential pitfalls. Key points include:
- Action learning involves working on real business problems in cross-functional teams to drive business results and develop participants.
- It can provide benefits like developing leadership skills, accelerating development, and fostering innovation, but requires effective facilitation.
- Common pitfalls include projects that are too large in scope, lack of alignment with strategy, and lack of implementation planning.
- Critical success factors include challenging projects, executive sponsorship, balancing action and learning, and planning for implementation.
The document discusses educational leadership and the roles of leaders. It defines educational leadership as leading educational processes or organizations. It outlines several theories of leadership, including great man theory, situational theory, and transformational theory. It also describes 10 roles that teacher leaders can take on, such as being a resource provider, instructional specialist, mentor, and catalyst for change. Overall, the document provides an overview of concepts and theories related to educational leadership.
Educational Administration and ManagementNafisa Khan
The document discusses various theories of educational administration including classical, neo-classical, and critical theories. It describes key aspects of each theory such as scientific management principles, administrative management functions, and the focus on social values and ideologies in critical theory. Several theorists are discussed who contributed to different approaches, including Fayol, Gulick, Weber, Mayo, Maslow, and McGregor. The theories provide tools to help educational leaders with tasks like motivation, decision-making, policy implementation, and building effective relationships within the school system.
School administration involves planning, organizing, directing, and controlling resources to manage educational institutions. The key functions of administration include planning programs and activities, formulating policies, coordinating activities, providing leadership, and evaluating personnel and programs. The scope of administration encompasses managing personnel, finances, facilities, curriculum, student guidance and discipline, community relations, non-formal education, and evaluating administrative results. Effective administration and supervision should be democratic, cooperative, scientific, based on educational philosophy, creative, evaluated based on results, preventive and constructive, focused on student development, and flexible.
This document discusses human resource development at Marks and Spencer. It begins with an executive summary that outlines the importance of human capital development for organizational success. It then covers several learning objectives related to understanding learning theories, styles and evaluating training events. Specific topics discussed include comparing different learning styles, explaining the learning curve and importance of transferring learning. The document also assesses current training methods used at Marks and Spencer and provides a systematic approach to planning training and development events.
This one tells you about the theories followed by the Human Resource Development people in order to tackle their problems. It contains number of theories, info about self learning, informal learning, learning curve, role of UK govt. etc.
Maximising training effectiveness (Special emphasis on public sector training...Thuraisingam Prabaharan
This document discusses strategies and techniques for maximizing training effectiveness for public employees in Sri Lanka who are adult learners. It identifies that training programs often do not properly assess needs or evaluate outcomes. It recommends three strategies: 1) Emphasize personal benefits of training to motivate adult learners; 2) Create a supportive learning environment; and 3) Use participatory training approaches like problem-solving and sharing experiences rather than only lectures. These strategies aim to improve relevance, involvement and results from public sector training in Sri Lanka.
Training is any planned activity to transfer or modify knowledge, skills, and attitudes through learning experiences. Personnel may require training for a variety of reasons, including the need to maintain levels of competence and respond to the demands of changing circumstances and new approaches and technologies. Training by itself cannot solve structural, organizational, or policy problems within an organization, although supportive supervision and the use of motivational strategies can help sustain performance improvement derived from training (www.who.int/medicinedocs/documents).
Conventional 'training' is required to cover essential work-related skills, techniques and knowledge, and much of this section deals with taking a positive progressive approach to this sort of traditional 'training'. Importantly however, the most effective way to develop people is quite different from conventional skills training, which let's face it many employees regard quite negatively. They'll do it of course, but they won't enjoy it much because it's about work, not about themselves as people. The most effective way to develop people is instead to enable learning and personal development, with all that this implies (www.businessballs.com).
1) The supervisor plays an important role in personnel administration through activities like orienting new teachers, providing in-service training, supporting morale, and assisting with personal adjustment.
2) The supervisor is well-positioned to contribute to personnel administration due to their relationships with teachers and understanding of instructional needs.
3) Key areas the supervisor can assist personnel administration include new teacher orientation, in-service professional development, creating a positive work climate, and addressing issues that impact job satisfaction.
It is rare that senior executives as a group have serious dialogue about development. Regular meetings, strategy meetings and Supervisory Board meetings are their cooperation areas. Those involved are aware that they could work together more effectively, efficiently and sustainably and contribute better as individuals if they made time for themselves and for one another. For this reason, Group Coaching has been developed over the last two decades as a particularly effective format for management development.
The document provides details about a human resource development assignment on Marks and Spencer. It discusses learning theories and styles, training needs at different levels, evaluation of training events, and government skills initiatives. Key points include:
1) Marks & Spencer analyzed learning patterns and theories to design HR strategies and training events to develop their 65,000 employees' skills amid organizational changes.
2) Training programs include performance appraisal, workshops, and attachments to help employees improve capabilities in a challenging work environment.
3) The government contributes to skills development to increase national output and quality of private sector organizations, introducing initiatives to provide successful training and improve working conditions.
The document provides an implementation plan for redesigning Module 4 of TVA's Challenges of First-Line Leadership course. It includes summaries of the content treatment and learning objectives for sections on great leadership, Maslow's hierarchy of needs, behavioral styles, situational leadership, and appreciative feedback. It outlines teaching strategies like lectures, group activities, and role plays. Learning will be assessed through discussions, workbooks, and personal action planning. The redesign aims to simplify concepts, incorporate DiSC assessments, provide real-world examples, and strengthen application of feedback skills.
This document provides information about planning and evaluating a training event for employees at Marks & Spencer. It discusses comparing different learning styles and theories that were used to design training. It also examines the training needs at different organizational levels and compares current training methods used at M&S, including advantages and disadvantages. A proposed group training event on problem solving and decision making is described. The document outlines an evaluation methodology using questionnaires, interviews, productivity measures, and manager observations to assess the training program and identify areas for improvement.
Training & Development
Training v/s development
Training v/s Education
Systematic Approach to Training
Training Methods
Executive Development
Methods and Development of Management Development
Career and Succession Planning
Performance Appraisal & Compensation
Performance Appraisal
Concept of Performance Appraisal
The Performance Appraisal Process
Methods of performance Appraisal
Essential Characteristic of an Effective Appraisal System.
Compensation
Objectives of compensation Planning
Job Evaluation
Compensation Pay Structure in India
Wage and Salary Administration
Factors Influencing Compensation Levels
Executive Compensation
Books referred - P. Subba Rao (Personnel & Human Resource Managment) & K. Ashwathappa (Human Resource Management)
Monitoring and Supervising Curriculum & Curriculum Revision and EvaluationShaharyarShoukatShou
This document provides an overview of curriculum monitoring and supervision. It discusses:
- Definitions of curriculum and its key elements/components like goals, content, learning experiences, and evaluation approaches.
- The importance of curriculum monitoring in determining if a curriculum is still relevant/effective and making improvements.
- The role of curriculum supervision in planning, directing, supporting the development, implementation and evaluation of curriculum.
- The process of curriculum revision to update and improve curriculum according to changes in needs, knowledge, and practices. It outlines the steps involved in revising curriculum according to the Higher Education Commission of Pakistan.
CH 8 Instructional Leadership and Change.pdfVATHVARY
Define instructional leadership.
List and summarize the main characteristics of instructional change.
List a series of processes and procedures that instructional leaders can use to implement and sustain change initiatives.
1. Educational management involves planning, organizing, directing, controlling, and evaluating educational institutions to achieve goals.
2. It requires applying management theories, concepts, and strategies to bring about effective and efficient functioning of schools.
3. Knowledge of educational management is needed to professionally run educational institutions and train teachers in management skills not covered in typical teaching degrees.
1. Educational management involves planning, organizing, directing, controlling, and evaluating educational institutions to achieve goals.
2. It requires applying management theories, concepts, and strategies to bring about effective and efficient functioning of schools.
3. Knowledge of educational management is needed to professionally run educational institutions and train teachers in management skills not covered in typical teaching degrees.
Indistar® is a web-based tool that guides a district or school team in charting its improvement and managing the continuous improvement process. You might call it a change management tool. Indistar® is a platform adapted by each State to fit its needs. Indistar® is called different things in different states. For example, Illinois calls it Rising Star, Alaska calls it STEPP, Idaho and Oklahoma call it the WISE tool, and the Bureau of Indian Education calls it Native Star. The system is also tailored for the purposes of each state, its districts, and its schools.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
The document discusses training and development models at an organization. It provides details of 6 members of the Training & Development Models Group. It then discusses the purpose of training needs assessment as identifying performance requirements and the knowledge, skills, and abilities needed by an agency's workforce. It states that an effective assessment helps direct resources to areas of greatest demand and should address fulfilling organizational mission, improving productivity and providing quality products/services. It defines a needs assessment as identifying the "gap" between required and current performance and exploring causes/reasons for and methods to close any gaps.
The document discusses curriculum improvement and the curriculum development process. It covers several key points:
1. It defines curriculum improvement and describes it as the continuous modification and betterment of curriculum throughout the school year based on current students. This can be viewed as curriculum development or curriculum change.
2. It outlines the four phases of curriculum development: planning, content and methods, implementation, and evaluation and reporting. It provides details on the steps and processes involved in each phase.
3. It discusses different approaches to curriculum improvement, including technical/scientific, behavioral/rational, systems-managerial, intellectual/academic, and various non-technical approaches like humanistic/aesthetic and reconstructionism. It notes
The TDA Model outlines a 5 step process for establishing continuing professional development (CPD) needs: 1) identify needs through external factors, school self-evaluation, and performance/development reviews; 2) create an annual CPD plan to address needs; 3) arrange appropriate CPD activities; 4) evaluate the impact of CPD on staff and pupils; 5) draft an annual report evaluating the success of the CPD strategy and implications for the next year's plan, repeating the cycle.
The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
Organizational Structure-Planning and Implementation.pdfVarren Pechon
ORGANIZATIONAL STRUCTURE: Planning & Implementation-A social unit of people, systematically structured and managed to meet a need or to pursue collective goals on a continuing basis.
How school leadership teams guide their schools’ continuous improvement
And how Coaches and Capacity Builders support their work
School improvement is typically driven by a school-based leadership team. Scrutiny of student learning data informs their decisions and plans. An annual school improvement plan is their primary roadmap. The plan is created and followed for a year, then the cycle starts again. These plans begin by addressing specific subgroups of students and subject areas where the annual assessment shows weakness. The goal is to improve the scores that are low.
Guidance paper leadership of strategic improvement planning and self evaluati...Lucie Fenton
Is your strategic improvement planning process as effective as it could be? ASCL Curriculum and Assessment Specialist Suzanne O’Farrell has written a new guidance paper to help senior leaders, governors and trustees to improve their processes for strategic planning and self-evaluation.
The paper sets out four elements of the strategic planning process and outlines five actions that strategic leaders carry out. Suzanne says, “Defining clear priorities and understanding institutional strengths and weaknesses have never been more critical.”
The document outlines the strategic planning process for an academic institution. It involves 10 steps: 1) developing a mission statement, 2) institutional goals, 3) learning outcomes, 4) commencement requirements, 5) planned courses, 6) needs analysis, 7) priorities, 8) action plans, 9) assessment plan, and 10) professional development plan. The process involves defining the institution's direction through its mission and determining how to allocate resources to achieve learning goals and outcomes.
The document discusses the vocationalization of education in developing countries from a political and economic perspective rather than just an educational one. It argues that vocationalization has been approached differently in developing countries compared to developed countries due to factors like their social and economic structures, role as price-takers on the world market, and development strategies used. Specifically, the problems arising from efforts to vocationalize school curriculums in developing countries are often more complex due to these contextual differences. While vocational education aims to improve workforce skills, political leaders in developing countries have not always implemented it in a way that considers their unique economic realities and resource constraints.
1. Indistar is a web-based continuous improvement system adopted by state education agencies to provide clear expectations, resources, and a structured process to guide school and district leadership teams in candidly assessing practices and improving professional practice.
2. It provides indicators of effective practice organized into categories and allows teams to prioritize areas for improvement, access research briefs on indicators, and track progress over time.
3. State agencies can customize Indistar to their needs, provide coaching and feedback to schools and districts, and districts can in turn support schools as they work to implement more effective practices.
This presentation is helpful for students of Graduate and Master Educational programs, Prepared for Course of Elementary School Management AIOU Islamabad Pakistan,.
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Saddam's 45-minute lecture discussed the management of nursing educational institutions. The topics included defining management, the components of managing nursing schools, planning, organizing, human resource planning, recruitment, budgeting, discipline, and public relations. Specific objectives were to explain the management of nursing institutions, describe its components and planning, organizing, and delegation. Key aspects like the steps of human resource planning and the meaning of recruitment, budgeting, and discipline were also outlined.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. What is curriculum planning? Curriculum planning is the specification and sequencing of major decisions to be made in the future with regard to the curriculum. Successful curriculum leaders know that a goal-based model of curriculum planning provides organizing strategies to determine the locus of control in decision making and what organizational structures are needed.
3. Brain Pop What is curriculum planning? Curriculum planning is the specification and sequencing of major decisions to be made in the future with regard to the curriculum.
4. Goal-Based Curriculum Planning ModelObjective Outline Objective I. OrganizeforPlanning Determine the locus of planning decision: Differentiate between the district and school planning responsibilities. Determine the organizational structures needed to facilitate planning, and set up those structures. Identify leadership functions, and allocate those functions appropriately. Objective II. Establish the Planning Framework Align the district’s educational goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards. Develop a curriculum database. Develop a planning calendar based on leaders’ assessments of organizational priorities. Objective III. Carry Out Specific Activities Conduct needs assessment – “What is and what should be” Productivity areas by using standardized test, curriculum referenced test and other measures and data sources; use assessment results to determine the need for curriculum development or improvement. Organize task forces to carry out development or improvement projects, and monitor the work of the task forces. Evaluate development or improvement projects. Make necessary organizational changes and revisions for effective implementation. Secure resources needed for new or revised curricula. Provide staff development needed for effective implementation. People will support what they help create.
5. The Goal Based Curriculum Model begins with three organizing strategies: I. Organize forPlanning Strategy Determine the locus of planning decision: First, the leader distinguish between district-and-school based responsibilities to clarify the locus of decision making. Second, they decide what organizational structures are needed, appointing the needed advisory groups and task force. Finally, they allocate specified leadership functions to district and school staff.
6. Determine the Organizational Structures Needed: Organizefor Planning District Curriculum Advisory Council A standing committee appointed by the superintendent of schools. The committee consist of: The school superintendent or assistant superintendent. The school district curriculum directors or supervisors Secondary-school principals Teachers Parents & other community representatives Secondary-school students Three organizational structures needed to facilitate planning, and set up those structures. District curriculum advisory council School curriculum advisory council Curriculum task force
7. Brain Pop District Curriculum Advisory Council The committee will consist of: The school superintendent or assistant superintendent. The school district curriculum directors or supervisors Secondary-school principals Teachers Parents & other community representatives Secondary-school students
8.
9. One of the teachers and one of the parents on the school advisory council should represent the school on the district council to ensure good communication between the two advisory groups.Determine the three organizational structures needed to facilitate planning, and set up those structures. District curriculum advisory council School curriculum advisory council Curriculum task force
10. Determine the Organizational Structures Needed: Organizefor Planning Curriculum Task Force The superintendent would appoint a number of task forces to deal with any major issues that might need attention. Members would be appointed on the basis of technical skills required for the job. Most task force would include a curriculum specialist, principal, and several knowledgeable teachers. Each task force would be given a specific problem to solve, a deadline for developing and implementing the solution, and the resources required to do the job. Ordinarily, a task force would continue in existence only until the problem has been solved. Determine the three organizational structures needed to facilitate planning, and set up those structures. District curriculum advisory council School curriculum advisory council Curriculum task force
11. Identify & Allocate Leadership Functions Organizefor Planning Identify Leadership Functions Identify leadership functions, and allocate those functions appropriately. Giving the task force a special title is an important part of the process. Developing an effective task force can be a crucial part of the process of curriculum planning. A more useful answer is to analyze the leadership functions required at both the district and school levels. Identify & allocate leadership functions at school levels, allocate these functions to those best able to perform them. Then decide what additional staff if any are needed-in some cases, creating new kinds of positions.
12. Identify & Allocate Leadership Functions Organizefor Planning Allocate Leadership Functions The intention is to describe leadership functions as clearly as possible, because too many curriculum workers have only a vague understanding of their responsibilities. First the advisory board should review the form to ensure that it includes all the functions they consider important and use language that communicates clearly to the educators and the district. Next, the superintendent or the assistant superintendent with input from the central office staff, and principals, should take over the complex sensitive task of reallocating and reassigning those functions for maximum effectiveness. Identify leadership functions, and allocate those functions appropriately.
13. Brain Pop When allocating leadership functions why is it important to describe the leadership functions as clearly as possible? Essentially there are too many curriculum workers have only a vague understanding of their responsibilities.
14. Identify & Allocate Leadership Functions Then the leaders should first analyze which individuals in the district are presently responsible for those functions, entering the role of the Now Column. In many instances, they will indicate that not one is presently performing those functions. After assessing how effectively those functions are being performed and how equitably they are distributed, the advisory council should determine where changes should be made in present assignments entering those decisions in the Assign column. The assign column yield a clear picture of which functions can best be discharged by reassigning them to present role incumbents. The allocation of a newly conceived role is reflected by placing the new role title in the New column. 5.3 Functions of Curriculum Leadership
16. Goal-Based Curriculum Planning ModelObjective Outline Objective I. OrganizeforPlanning Determine the locus of planning decision: Differentiate between the district and school planning responsibilities. Determine the organizational structures needed to facilitate planning, and set up those structures. Identify leadership functions, and allocate those functions appropriately. Objective II. Establish the Planning Framework Align the district’s educational goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards. Develop a curriculum database. Develop a planning calendar based on leaders’ assessments of organizational priorities. Objective III. Carry Out Specific Activities Conduct needs assessment – “What is and what should be” Productivity areas by using standardized test, curriculum referenced test and other measures and data sources; use assessment results to determine the need for curriculum development or improvement. Organize task forces to carry out development or improvement projects, and monitor the work of the task forces. Evaluate development or improvement projects. Make necessary organizational changes and revisions for effective implementation. Secure resources needed for new or revised curricula. Provide staff development needed for effective implementation.
17. Goal-Based Curriculum Planning ModelObjective Outline Objective II. Establish the Planning Framework Align the district’s educational goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards. Brain Pop What do we call our district standards? Comprehensive curriculum and/or Grade Level Expectations
18. Goal-Based Curriculum Planning ModelObjective Outline Objective II. Establish the Planning Framework Develop a curriculum database.
19. Community Resources 1. People with knowledge, expertise, and influence 2. Organizations and places useful as resources. Students Date of birth, sex, and ethnic identity Eligibility for federal or state assistance programs. Parents’ occupations and martial status. Verbal & mathematical abilities and IQ score. Talents', skills, and special interest. School achievement: Standardized test scores and curriculum-referenced test scores English proficiency: native language /other Limitations: physical, emotional, and learning disabilities Learning styles and cognitive levels Career and educational plans Career and educational plans Extracurricular activities Community activities Faculty Subject and grades certified to teach Present assignments Special interest and competencies Recent professional development: courses, workshops, etc School Courses offered and enrollments Extracurricular activities and student participation Other Resources State curriculum guides Curriculum guides from other districts Other sources of learning objectives Professional materials and resources for teachers. Establishing the Framework Developing a Curriculum Database
20. Goal-Based Curriculum Planning ModelObjective Outline Objective II. Establish the Planning Framework Develop a planning calendar based on leaders’ assessments of organizational priorities.
21. Develop a Planning Calendar The planning calendar should include the six steps listed as “specific planning activities” Also, note the distinction is made between major and other fields, simply to assist in the planning process, not to depreciate the importance of such areas as art, etc. The superintendent and the district leadership team should begin by tentatively mapping out a 5-year plan that would indicate year by year the major projects undertaken. The final form of the calendar can then be used by leaders to develop budget request, appoint task force, and monitor their progress.
22. Goal-Based Curriculum Planning ModelObjective Outline Objective III. Carry Out Specific Activities Conduct needs assessment – “What is and what should be” Productivity areas by using standardized test, curriculum referenced test and other measures and data sources; use assessment results to determine the need for curriculum development or improvement. Organize task forces to carry out development or improvement projects, and monitor the work of the task forces. Evaluate development or improvement projects. Make necessary organizational changes and revisions for effective implementation. Secure resources needed for new or revised curricula. Provide staff development needed for effective implementation. Objective I. OrganizeforPlanning Determine the locus of planning decision: Differentiate between the district and school planning responsibilities. Determine the organizational structures needed to facilitate planning, and set up those structures. Identify leadership functions, and allocate those functions appropriately. Objective II. Establish the Planning Framework Align the district’s educational goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards. Develop a curriculum database. Develop a planning calendar based on leaders’ assessments of organizational priorities.
23. Goal-Based Curriculum Planning ModelObjective Outline Objective III. Carry Out Specific Activities Conduct needs assessment – “What is and what should be” What do you think the phrase “What is and what it should be” means? Productivity areas by using standardized test, curriculum referenced test and other measures and data sources; use assessment results to determine the need for curriculum development or improvement. Brain Pop
24. Establish a Data Driven School What does the district want to know? 1. Current district goals 2. Patterns in data 3. Upcoming district decisions 4. Questions raised by teachers, administrators, or the community How will the district find out: What to do?: 1. Form data teams 2. Conduct inventory of data currently compiled in the district and determine format (electronic or paper). 3. Assess technology capacity of the district to manage and analyze data. 4. Determine the extent to which personnel in the district have time, skill, and willingness to engage in data-driven projects. 5. Identify indicators of input, process, and outcome variables related to goals. 6. Train staff to collect and use data. Analyze and disaggregate data. What does the district do next? How to proceed: Establish benchmarks and measure progress toward goals over time. Develop action or school improvement plans. Communicate findings.
25. Goal-Based Curriculum Planning ModelObjective Outline Objective III. Carry Out Specific Activities Organize task forces to carry out development or improvement projects, and monitor the work of the task forces. Evaluate development or improvement projects. Make necessary organizational changes and revisions for effective implementation. Secure resources needed for new or revised curricula. Provide staff development needed for effective implementation.
26. Organize, Evaluate, Change, Provide Resources. It is important to make sure that the curriculum process is based on the curricular goals and available resources. Not only are the materials are important but also the capacity to provide training and staff development. One of the most effective means of ensuring successful implementation of new curricula is to integrate effective staff-development programs with any major curricular change. Curriculum Tip Many curriculum projects of excellent quality have not been implemented successfully because they were not supported with the right kind of staff development.
Editor's Notes
Locus of Control- Is how decisions are made from top-down or bottom – up what structures (committee) are needed to make the plan work.
There are several planning models available to educators, although there is one that appears to be the most effective and popular in curriculum planning.
Curriculum planning obviously occurs at three levels :Federal level - when policy decisions and their implementations are planned.State level-when state offices of education plan for major change in graduation requirements.District levels- when they plan to revise a field of study; school level, when the school revises its program of studies or adds new courses; and at the classroom level when the teacher plans a new unit of study.Question: There seems to be the obvious question>Where is the balance between the state and district level curricular decision making. Because according to Douglas Reeves (2007-2008) founder of the Leadership and Learning Center he said, “every program, initiative, and strategy in the school is subjected to the relentless question, Is everything working?”Fenwick English advocated in 1980 there should, realistically, only be two levels of curriculum management: the state and the district For example, what was to be taught and what materials were to be used, indicating when it was to be taught.Critics have written:Question: What is the rational for standardization (in terms of achievement, equity, and efficiency)? Standardization- there will be an higher achievement.Equity- Everyone gets the same curriculum regardless of school and teacher assignment. Efficiency- More economical, the district can offer the same staff development, curriculum referenced test, and order large quanties of the same quality. In my opinion most people want Quality not Quantity !!!On the Other Hand:Kuklis and Kline wrote that teachers need to have a more active role in curriculum development-and it is more likely that school based process will provide for such active participation. Reservation about school autonomy- 1. different curricula will be difficult to manage and coordinateInefficientQuality might be affected because will school based curriculum team would probably not have as many resources as district teams.Finally:There has been no conclusive research that exist on this issue.
This task force committee is representative of how a school district special committee might be organized. For example, some school districts call their Task Force Council “The Vision Alive Committee”.The response to the crisis would not be to return to the same previous patterns that have been used.
he information stored in the curriculum database will greatly facilitate the work of several task forces.
There are several planning models available to educators, although there is one that appears to be the most effective and popular in curriculum planning.
What do you think it means with the phrase “What is and what should be”?