Reflective practice frames the process of continuous improvement. It addresses questions about leadership, authority, and one’s own upbringing and how we tackle hard problems. Reflective practice helps us to adjust, fine-tune, and change the way we do business through daily experiences and real-life situations. Reflective practices have a direct impact on our leadership style.
Dan Roger Sträng
Østfold University College
Norway
Education, Research & Development
5th International Conference
4–8 September 2014
Elenite Holiday Village, Bulgaria
www.sciencebg.net
Dan Roger Sträng
Østfold University College
Norway
Education, Research & Development
5th International Conference
4–8 September 2014
Elenite Holiday Village, Bulgaria
www.sciencebg.net
An assignment that I did for a PhD course. It introduces basics of reflective teaching. The forms indicated here were taken from Town High School District 214 website, and you can retrieve them from and reach more information on these techniques at http://www.d214.org/human_resources/observation_techniques_and_forms1.aspx
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
The Super Six - The Top 6 Questions School Board Members Should be Asking the...eBOARDsolutions
Research shows that highly effective boards have a culture of trust and respect in the boardroom, and
lead as a united team, along with the superintendent. For many boards, however, challenges ranging from
ineffective communication to poor policy management prevent them from achieving this level of trust. The
solution, according to Dr. Gene Bottoms, senior vice president of the Southern Regional Education Board
(SREB), is to ask the right questions. Here, he shares the top questions school board members should
ask their superintendents to help build the collaboration and trust needed to reach their strategic goals.
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 Common Core and the Non-Public School—Complement or Conflict?
There is an unsettling feeling rippling through the non-public school community: “the Common Core is going to somehow compromise my institution’s integrity and identity.” For faith-based non-public schools, Common Core implementation has raised a unique set of issues that have stimulated both discussion and debate.
This webinar will cultivate a basic understanding about what the Common Core is—and what it is not—from the perspective of the non-public administrator. You will understand the basic premise and purpose of the Common Core and will come to appreciate its worth as you realize how your school’s long standing values and traditions are neither in jeopardy nor compromised by implementing the Common Core.
In this session you will learn:
How to address the challenges associated with the CCSS
The Key Elements of Leadership in implementing the Common Core
How the Common Core can complement the Mission of a faith-based school
This multimedia presentation was created to highlight and review the different responsibilities of educational leaders, such as principals and assistant principals. This presentation works as a reflection of my completed coursework through the American College of Education.
Topic: What is guidance ?
Student Name: Ume Farwa
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Development of Educational Guidance Program
Student Name: Ruqaya Gilal
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Similar to Dimensions within Quality Reflective Leadership (20)
LCAP = Local Control Accountability Plan
The LCAP is a culmination of several years of reform planning at the State level
LCAP was developed in conjunction with the Local Control Funding Formula (LCFF) – a complete overhaul of the school finance system
A significant part of the 2013-2014 State Budget
LCAP template as developed by State has three sections
Stakeholder Engagement
Goals and Progress Indicators
Actions, Services, and LCAP = Local Control Accountability Plan
District must develop, adopt, and annually update a three-year Local Control Accountability Plan beginning July 1, 2014.
Plan to be based on 8 State-identified priorities primarily focused on student achievement
Must align to overall District budget and to school site plans
Outside Review
County Superintendents must review school district LCAPs.
LCAP may reference actions/expenditures in other plans
Modern Database Management 12th Global Edition by Hoffer solution manual.docxssuserf63bd7
https://qidiantiku.com/solution-manual-for-modern-database-management-12th-global-edition-by-hoffer.shtml
name:Solution manual for Modern Database Management 12th Global Edition by Hoffer
Edition:12th Global Edition
author:by Hoffer
ISBN:ISBN 10: 0133544613 / ISBN 13: 9780133544619
type:solution manual
format:word/zip
All chapter include
Focusing on what leading database practitioners say are the most important aspects to database development, Modern Database Management presents sound pedagogy, and topics that are critical for the practical success of database professionals. The 12th Edition further facilitates learning with illustrations that clarify important concepts and new media resources that make some of the more challenging material more engaging. Also included are general updates and expanded material in the areas undergoing rapid change due to improved managerial practices, database design tools and methodologies, and database technology.
Oprah Winfrey: A Leader in Media, Philanthropy, and Empowerment | CIO Women M...CIOWomenMagazine
This person is none other than Oprah Winfrey, a highly influential figure whose impact extends beyond television. This article will delve into the remarkable life and lasting legacy of Oprah. Her story serves as a reminder of the importance of perseverance, compassion, and firm determination.
Artificial intelligence (AI) offers new opportunities to radically reinvent the way we do business. This study explores how CEOs and top decision makers around the world are responding to the transformative potential of AI.
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2. Overview Reflective practice provides an informal evaluation and assessment toward improvement of our educational functions. Reflective practice frames the process of continuous improvement.
3. It addresses questions about leadership, authority, and one’s own upbringing and how we tackle hard problems. Reflective practice helps us to adjust, fine-tune, and change the way we do business through daily experiences and real-life situations. Reflective practices have a direct impact on our leadership style
4. It helps us to recognize conflicts over values and establish purpose. Reflective leaders in high-performing schools “recognize and utilize the cultural, ethnic, racial, and economic diversity of the school community to meet the needs of all learners and to maximize the performance of students
5. Leadership requires various learning strategies and relies on complex, organic, interpersonal relationships between leaders and followers. With this in mind, we have developed some practical ideas, reflections, and thoughts about the practice of reflective leadership.
6. • Reflective leadership takes place every day.
• Reflective leadership helps us develop conceptual frameworks for practice.
• Reflective leadership provides the ability to effect change even through adversity.
• Reflection helps us develop our values, which play a key role in the development of authority and leadership styles.
7. • Reflective leadership conjures up images of social contract—the ability to mobilize and develop our own focus.
• Reflective leadership helps in the contingency theory where a leader earns influence by adapting to various situations.
• Leaders, through reflective practice, develop values systems. People with competing values engage one another as they confront a shared situation from their own point of view.
• Reflective leadership is setting the frame, establishing the bottom line, making unpopular decisions.
8. • Leadership through reflection provides the ability to adapt by using restraint.
• Reflection helps leaders in dealing with tough realities.
• Leadership through reflection means having a clear vision and the capacity to persuade people to move in a positive and forward direction.
• The anguish of leadership is derived through reflection by what we learn through experiences.
• Leadership oftentimes is a passionate and consuming activity; the
practice of leadership requires reflection for a sense of purpose.
9. Thus, reflective practice cannot be used to maintain the status quo. Leadership, as it relates to reflective practice, helps us to learn that only by changing ourselves do we have the ability to change and lead others or the course of direction.
10. Leadership is about getting more out of life by putting more into it and putting yourself and your ideas on the line, responding effectively to risks, and living to celebrate the meaning of you efforts
11. These days doing nothing as a leader is a great risk, so you might as well take risks worth taking
13. What is the Local Control and Accountability Plan (LCAP)?The LCAP is a critical part of the new Local Control Funding Formula(LCFF).
14. What are the eight state priority areas that must be addressed in the plans?There are eight areas for which school districts, with parent and community input, must establish goals and actions. This must be done both district-wide and for each school. The areas are:
15. Providing all students access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities.2.Implementation of California’s academic standards, including the Common Core State Standards in English language arts and math, Next Generation Science Standards, English language development, history social science, visual and performing arts, health education and physical education standards.3.Parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.4.Improving student achievement and outcomes along multiple measures, including test scores, English proficiency and college and career preparedness.5.Supporting student engagement, including whether students attend school or are chronically absent.6.Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.7.Ensuring all students have access to classes that prepare them for college and careers, regardless of what school they attend or where they live.8.Measuring other important student outcomes related to required areas of study, including physical education and the arts.
16. When will districts start developing these plans?The State Board of Education is in the process of developing a template for school districts to use for their own local plans. This template will be finalized by March 2014. Between March and June, school districts must engage their parents and communities and adopt their local plans. California State PTA encourages districts to utilize a broad and multi-channel approach to involve parents and school sites beginningnow. Ultimately, the plan must be reviewed by a parent advisory committee. If a district has 15 percent or more English learners, a separate parent committee must provide feedback in this area. The final plans must be approved by July 1.The initial plan will cover three years, but must be updated annually by the district by July 1 of each following year.
17. What can parents and PTAs do now?The new LCFF and LCAPs provide a great opportunity for parents to engage in the decisions that impact their children and schools. You can start now by thinking about the eight state priority areas and what you would like to see as goals for your school district and schools in each. In addition, now is the time to communicate with school administrators and elected board members to help them establish an LCAP development and adoption process that ensures many ways for all parents and community members to participate and be heard.
18. Ask school and district administrators to schedule presentations and participate directly in conversations about the following: The programs and services currently being offered in the district, and their effectiveness in achieving student outcomes.Strategies, programs and services to improve student outcomes at your schools and for groups of students, and the resources needed.The district’s current budget-building process, and how the district will be adapting its planning and budgeting processes to meet the new requirements of the LCFF and LCAP.
19. Leadership is not a position but a process. It involves attitudes and capabilities to carry the organization into productive change, regardless of one’s title or position.
20. Support Your Local Schools and Contribute Your Quality Reflective Leadership