The document outlines a student success plan that incorporates a new curriculum for the 21st century to meet the needs of a diverse student population. Key aspects of the plan include developing a vision with instructional practices, collaboration, and professional development. It also discusses implementing multicultural education and cooperative learning instructional practices, the importance of collaboration between stakeholders, and designing curricula to support the school's diverse population.
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Educational Leadership and the University of Guyana: A Critical Look Premier Publishers
In recent decades, Educational Leadership has been receiving considerable attention from all interested parties and education stakeholders within the educational landscape. Educational institutions around the world have been carrying out research endeavours in order to boost leadership and leadership practice and improve didactic efforts in those educational establishments. Considering the afore-mentioned, this critique paper, which also is a review paper, examines issues in Educational Leadership in the context of the University of Guyana (the only national university in Guyana, South America). This critique paper is the first of its kind to be written about this University. It takes a critical look at the governance and institutional culture of the University. Attention is paid to Educational Leadership and what it entails. The issues discussed, with specific reference to the above-mentioned higher education institution, are the University’s Aim, Mission and Vision in the changing context of Educational Leadership; Shared Leadership; Pedagogic Leadership; Transformational Leadership; Ethical Leadership; Professional Development; Professional Learning Community, and Quality Education. The review highlights that the different kinds of Educational Leadership practices and activities at the University of Guyana are not as effective as they ought to be, and this is causing the institution to not live up fully to its mandate. It is emphasised and recommended that effective Educational Leadership has to be the nucleus of its educational practices if the University of Guyana is expected to provide cutting-edge, high-quality 21st century pedagogy.
Dalton, margaret developing a specialist degree for teacher leaders nfeasj[1]William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Educational Leadership and the University of Guyana: A Critical Look Premier Publishers
In recent decades, Educational Leadership has been receiving considerable attention from all interested parties and education stakeholders within the educational landscape. Educational institutions around the world have been carrying out research endeavours in order to boost leadership and leadership practice and improve didactic efforts in those educational establishments. Considering the afore-mentioned, this critique paper, which also is a review paper, examines issues in Educational Leadership in the context of the University of Guyana (the only national university in Guyana, South America). This critique paper is the first of its kind to be written about this University. It takes a critical look at the governance and institutional culture of the University. Attention is paid to Educational Leadership and what it entails. The issues discussed, with specific reference to the above-mentioned higher education institution, are the University’s Aim, Mission and Vision in the changing context of Educational Leadership; Shared Leadership; Pedagogic Leadership; Transformational Leadership; Ethical Leadership; Professional Development; Professional Learning Community, and Quality Education. The review highlights that the different kinds of Educational Leadership practices and activities at the University of Guyana are not as effective as they ought to be, and this is causing the institution to not live up fully to its mandate. It is emphasised and recommended that effective Educational Leadership has to be the nucleus of its educational practices if the University of Guyana is expected to provide cutting-edge, high-quality 21st century pedagogy.
Social Media and Networking Strategies by Christine Salberg of Innovative PlanItchrissalberg
Social media strategies that can be used pre, during and post a networking event to increase your social media presence.
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Company Profile - Team Orange Communications Pvt. Ltd. Dhiraj Ahuja
Besides a brief introduction and executive management details, this profile presentation has a mention of all the services we offer, list of clients we are currently working with on monthly retainer basis and the ones we have successfully served in the recent past.
The shift from ‘me’ to ‘we’: Schools with a coaching culture build individual...Christine Hoyos
Developing all staff to coach each other accelerates adult learning, which, in turn, accelerates student learning. A key factor in the process is job-embedded support.
What Is Diversity, Equity And Inclusion In Education? 10 Key Strategies | Fut...Future Education Magazine
10 Key Strategies for Equity and Inclusion in Education: 1. Resource Allocation 2. Culturally Responsive Teaching 3. Early Intervention Programs 4. Professional Development 5. Inclusion in Education
Understanding the Meaning of Equity in Education | Future Education MagazineFuture Education Magazine
The meaning of equity in education extends beyond a mere buzzword; it encapsulates a commitment to fairness, inclusivity, and recognizing and rectifying systemic imbalances.
P ro f e s s i o n a lL e a rning C o m m u n i t i e s.docxgerardkortney
P ro f e s s i o n a l
L e a rning
C o m m u n i t i e s
Professional Development Strategies
That Improve Instruction
The Annenberg Institute for School Reform (a i s r) at Brown Uni-
versity engages in intensive work with urban school systems across the country that
are pursuing systemwide efforts to improve educational experiences and opportuni-
ties, particularly for English Language Learners and students from low-income
backgrounds. In our work, we support and encourage the use of professional learn-
ing communities (p l c s ) as a central element for effective professional develop-
ment as part of a comprehensive reform initiative.
In our experience, p l c s have the potential to enhance the professional culture
within a school district in four key areas; they can:
• build the productive relationships that are required to collaborate, partner,
reflect, and act to carry out a school-improvement program;
• engage educators at all levels in collective, consistent, and context-specific
learning;
• address inequities in teaching and learning opportunities by supporting teachers
who work with students requiring the most assistance; and
• promote efforts to improve results in terms of school and system culture, teacher
practice, and student learning.
P L Cs: A Research-Based Approach to Professional
Development
Research findings have repeatedly confirmed that a significant factor in raising aca-
demic achievement is the improvement of instructional capacity in the classroom.
Recent research shows that the kinds of professional development that improve
instructional capacity display four critical characteristics (Senge 1990; Knapp
2003); they are:
• ongoing
• embedded within context-specific needs of a particular setting
• aligned with reform initiatives
• grounded in a collaborative, inquiry-based approach to learning
Effective professional development to improve classroom teaching also concentrates
on high learning standards and on evidence of students’ learning. It mirrors the
kinds of teaching and learning expected in classrooms. It is driven fundamentally
by the needs and interests of participants themselves, enabling adult learners to
expand on content knowledge and practice that is directly connected with the work
of their students in the classroom (Corcoran 1995; Darling-Hammond and
McLaughlin 1995; Little 1988; Elmore 2002). Again, professional learning commu-
nities meet these criteria.
2 Professional Learning Communities
Research demonstrates that the development of a strong professional community
among educators is a key ingredient in improving schools (Fullan 1999; Langer
2000; Little and McLaughlin 1993; Louis, Kruse, and Marks 1996; Newmann and
Associates 1996). Louis et al. (1995, p. 17) identify effective professional learning
communities as being firmly embedded in the school and using schoolwide reform
goals as the basis for teachers’ commitment and interaction. These professional
learning commun.
Running Head: SERVICE LEARNING 1
PAPER 30
The Perception of Educators on Service Learning for High School Students
Student’s Name:
Institution:
Numerous studies examine the perception of educators on service learning for high school students. According to a study done by Schine (2016) service learning has become popular in modern day society among educators of high school students. The study postulates service learning as knowledge base for teachers, which is regarded as systematic and effective in designing effective teaching with the aim of achieving certain set goals, is the formal empirical research on teaching effectiveness. This goes hand in hand with the realizing of learning goals. Schine (2016) conceptualized the teacher knowledge and proposed four aspects which are: General pedagogical knowledge in which the teacher understands how to moderate discussions of students, how to design group works, how to organize material for the students and how to utilize texts and other sources used in teaching. Further, content knowledge which includes the understanding of a domain’s concepts, theories, principles,classic problems as well as explanatory concepts that bring the major ideas together. Pedagogical knowledge which is mainly based on the knowledge of the types of ideas necessary for learners of different ages to analyze, knowledge of ideas that are required for students’ understanding of a target area. It also imbibes skills to be able to bring students to a reasoning process where they are able to solve problems and noting differences and similarities and disciplinary knowledge which includes the understanding of methods and theories applied in class and the relationship that they have.
According to Amtmann (2014), well grounded knowledge base is vital for an intelligent actor, in this instance, an intelligent teacher. Decisions in class should be made on a well grounded knowledge base and this helps the teacher to be able to take control of the various circumstances in class. The knowledge base of teaching involves the required cognitive knowledge for creating operative teaching and learning environments. This is crucial because it focuses on the mechanisms that explain how comprehension of information and knowledge gained in classrooms can be put into good use of the society through identification of the channels through which the information can be used for the betterment of the society.
According to Ball (2018), the instructional design approach hypothesizes education as a decision-oriented or prescriptive engineering science particularly aimed at achieving practical educational ends in efficient ways. Education in this instance is viewed as a system that is built by many elements. The researche.
Mc carty, darla shared leadership nfeasj v32 n4 2014William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
This article provides with a bird's eye-view of diversity and intensity of functional coverage over the wide spreading issues pertaining to classroom management
This paper elaborates the importance of Cooperative Learning in the present world context of globalisation in language classes. See http://beyondelt.blogfa.com
Similar to Diversity in curricula meets the needs of a diverse population (20)
Diversity in curricula meets the needs of a diverse population
1. Course Project 2:
RUNNING HEAD: STUDENT SUCCESS PLAN.
Student Success Plan
Thora Williams
Purpose, Theory, & Practice
ED 8009
Dr. L. Jenks.
2. 1
1
Diversity In Curricula meets the needs of students when intertwined with
vision,collaboration, professional development and
instructional practices
Research must be the foundation from which teaching and learning is practiced,
developed, and improved to show growth in students who are a part of the school community
(Cochran – Smith, 2004). The student success plan is managed, and engages all students based
on their unique learning styles, interests, and strengths. Accordingly, the implementation of the
plan must eschew communication between school, parents, and other stakeholders within the
community. This study incorporates the core components of the plan which hinges on the
creation of a new curriculum for the 21st century. To successfully implement the plan, a vision
is put into effect with evidence of instructional practices, collaboration with others to meet the
need of the diverse student population, and professional development to ensure effective
instructional pedagogy.
The plan employs a design around instruction through a new knowledge base
curriculum, which aligns multicultural education and cooperative practices as curricula reform
for a diverse population. Connecting with the curriculum and multicultural ideologies, students
internalize in practices to learn new concepts, while applying the same concepts to problems or
issues so that they in turn come to see the value of understanding how to teach (Paul & Elder,
2011). The overall success of the plan defines and develops goal setting, academic,
3. 2
2
social/emotional growth, progressive pedagogy, and improved personal strengths relative to
integrity, honesty, fairness and ethical behaviors.
Vision
School changes succeed when all members of the school community work
effectively to meet the academic and social needs of all students and school people as a whole
(Ramirez, 1995). This learner believes that each child is unique and has the intellectual capacity
to succeed. Therefore, the vision and philosophy is one of high expectations for all students, to
enable them to achieve excellence in their pursuit of learning. The learner through her vision
strives to inspire students and colleagues with an instructional mode which engages Socratic
questioning, critical and higher order thinking skills, for depth and accuracy of effective
learning and discussions. There is a need for schools to shift from the traditional form of
education to a more progressive format of educating students from diverse backgrounds. The
intent is to provide a correlation of curricula, standards, and benchmarks, geared toward the
diversity of students on their academic journey.
Consideration is given to a curricular design that encourages a constructivist
model of teaching. Students take an active role in their learning, while the instructor gives
access to a curricula that fosters exploration within cooperative and collaborative groups for
fairness. All stakeholders have a belief in the vision, and need ongoing support for ultimate
outcomes. Participation is a matter of interest and will: Educators need to see a close connection
between what they value and the tasks at hand (Lambert, 2003). Successful planning and a
strong philosophy serves as the structure for the vision and purpose of school reform. Ethical
codes help in being specific toward the change. They encompass professional competencies of
integrity, honesty, and fairness in the discipline of education (APA, 2002).Teacher and leaders
4. 3
3
must act ethically while performing their duties and as role models display ethical behaviors.
Consequently, teacher/leaders exhibit a resiliency, understanding, and respect of the student’s
ethnicity while coming to grips with ethical decision making that best serves these students.
There is value in a diverse school community, and so, to develop and implement a new
curricula, ethical principles must be integrated into the decision making process for curriculum
reform. Communication and positive dialogue is necessary among the stakeholders so that
strengths and contributions are utilized for the greater good of the students. Research informs,
that ethical leadership begins with one’s own individual morals, values, and ethics as a starting
framework (Duffy, 2006). Intrinsically, as the curricular personnel, the learner desire to fulfill
all obligations by executing fairness, consistency, and honesty to reach all students during the
implementation of the program.
Instructional Practices
Effective instructional practices is key to sound principles of learning theories
applied to the curricula design. Evidence to substantiate the effectiveness is defined through pre
and posttest, teacher observation, summative and formative evaluation and ongoing
assessments. Research indicates, that the preparedness of teachers who must carry out specific
linguistically informed instruction is an increasingly important issue in educational practices
(Cook-Moats, 1995).The two evidence based instructional practices obtained from this course
of study hinges on multicultural educational practices and cooperative learning. The
components and concepts of the methods are intertwined. They share academic goals, social
emotional growth, and in the process students learn to work in teams while being proactive with
peers. They become active participants, and knowledgeable problem solvers who are
accountable to themselves and others in their learning. Consequently, educators as facilitators
5. 4
4
and coach must help students to view their class principally as a place for active engagement in
a disciplined manner for successful performance (Paul & Elder, 2011).It is vitally important
that as facilitators, teachers build and create environments and experiences for the students to
become and authentic participants in the learning and teaching paradigm.
The use of multicultural educational concepts as a practice, is a requisite condition
for supporting all stakeholders to show sensitivity to diversity while using alternative points of
view. Educators must carefully define concepts such as multiethnic and multiracial to delineate
boundaries implied by those concepts (Banks, 2006).Ethical considerations are necessary for
justified decision making relevant to pedagogical practices. Decisions are made based on ethical
and logical principles unaffected by personal intents and special interests groups associated
with the school. Integrity, fairness, honesty, and ethical behaviors play a significant role in the
implementation of the restructured curriculum. Due to the blending of the programs and the
innovative opportunities for all learners,’ emphasis must be placed on the ethical tenets and
competencies to enhance the awareness of diversity in the classroom. Educators must
understand that their classrooms are political as well as educational locations and as such, ethics
is not a matter of individual choice or relativism but a social discourse grounded in struggles
that refuse to accept needless suffering and exploitation (Giroux, 1991).Teachers as leaders
must understand and be aware of professional and ethical practices and the ways in which they
perform within their classroom setting in relation to fairness and honesty toward the students.
Collaboration
The rise of professional learning communities and the transforming of the culture
and systems is pivotal, and must be the key focus for change (Fullan, 2003).The principal
stakeholders of the collaborative effort is affected by the coming together of all members to
6. 5
5
frame problems and seek results. Skillful leaders work in a collaborative manner to fully find
efficient methods to promote success for all students. It is what people learn and do together ,
rather than what any particular leader does alone, that creates the fabric of the school (Spillane,
Halverson, & Diamond, 2001).Collaboration accompanies a quality type of instructional
material, solid resources, standards of performance, professional development, and improved
leadership capacity. Managed and ethical programs have found that reflection, inquiry, and
dialogue are the three most critical dimensions for improving schools (Martinez, 2001).Leaders
within their defined plan require that trust be in place for effective collaboration among its
members. However, with individuality comes ethical dilemmas and understanding must be
given to self as well as others. Ethical dilemmas show up in variant ways in classrooms, and it
is sometimes very difficult to separate the professional from personal when making ethical
decisions. Recognizing the professional code of ethics namely integrity, fairness, honesty, and
ethical behaviors serves as a guidepost for inclusion of all students. Research implies, that
collaboration and ethics in educational leadership serves as a moral imperative for the
profession, and the principles are in place to fulfill the best interest of all students (Shapiro &
Stefkovich, 2005).Engagement in substantive dialogue through conversations with stakeholders
to assure student learning is a measure of collective efficacy and wise collaboration for
successful efforts.
Diverse Populations
School districts across the nation are experiencing growth in the number of
students of color who are a part of the school communities (Howard, 2001).The learner’s school
is an urban organization rich in diversity, and both socially and culturally viable. It
accommodates newly arrived immigrants who are of a variety of ethnic groups. They come
7. 6
6
from a wide range of culturally low to socioeconomic backgrounds, and comprise of Hispanic,
Asians, and predominantly African American students. Schools have an obligation to meet the
demands of ethnically pluralistic societies and the need for a new type of education. Leading in
reform are positive programs in curricula advancement, instructional practices, and other
approaches that seek to engage diverse populations toward diversity and multiple learning
challenges. Research posits, that the more distant a child’s culture and language are from the
language and culture of the school, the more at risk that child is prone to becoming (Nieto,
2007).
The curriculum compels a cross cultural set of beliefs to improve student’s
relationships, while offering possibilities for academics and assuring high standards.
Considering, there is a gap between teachings and learning of diverse populations, it is
necessary for educational leadership to include ethics in the curriculum. The principles and
guidelines include integrity, honesty, fairness, and ethical behavior as central to the delivery of
theory and ideology. Leaders in societies whose governments are committed to certain
fundamental principles such as tolerance and respect for the fair treatment of all individuals,
can and should work to link laws and public policies for ethical guidance (Beak & Murphy,
1994b).A genuine commitment by teachers, administrators, and other stakeholders are required
to help students explore their cultural backgrounds as a learning tool for a successful plan for
all learners.
Professional Development
Regular opportunities and experiences for professional development over the past
years has yielded systematic growth and development in the teaching profession (Champion,
2003).However, professional development has evolved from merely in-service to continuous
8. 7
7
preparation. Additionally, the tie in of professional development and learner outcomes offer
quality base new knowledge for learner success. Research suggests, that in order for change in
schools to be sustainable, teachers must be equipped to deal with issues such as standards,
assessments, and student performances (Tewel,1995).Knowingly, reflective training helps
teachers to surpass previous levels of performance to help diverse students transfer knowledge
and become critical thinkers. The learner engages in in a collaborative professional
development session with teacher teams, to form and apply inquiry, and self-reflection as
practice tools for academic, social and emotional learner success. The sessions aim to balance
individuals in their learning and growth to meet the objectives of the curricula which requires
ongoing analysis of instructional pedagogy. The professional development sessions of
multicultural education blended with cooperative learning activities includes the following:
Introduction-collaborative teams—discussion ideas, beliefs assumptions-prior
knowledge using instructional curriculum draft.
Inquiry engagement—Socratic questioning-integration of diverse reading literature for
examination and critique—observations-demonstration of universal human experiences
with culture and diversity—going beyond the curricula to include instructional
pedagogy.
Coaching—management of the practices and clarification of what the objectives mean
in reference to the curriculum and within the classroom-teachers as students.
Reframing and Reflection—align the developed plan with the vision—establish
objectives through cultural competency –mediating beliefs of value, honesty, and
integrity with ethical behavior as the highlights within the classroom. Reflect on
knowledge and content, revisit the draft for evaluation and assessment.
9. 8
8
In order to implement effective professional sessions, an educator must be acquainted
with the structured plan, and the pedagogy that aligns with the format. The examination of the
practices that form the session, exemplifies principles of learning theories applicable to the
curricula design. Evidence of assessment must emerge showing gains both formal and informal.
The concept is evaluated in the following manner, through self-assessment, colleague
assessment, school assessment, and other training tools relevant to curriculum design (Lambert,
2003).Collaboration, self-reflection, coaching, mentoring, and leadership capacity raises staff
member’s awareness of how to intervene collectively at their school. The session also
encourages staff to view their school as a whole, and they in turn work jointly to accomplish
the mission of ultimate student success (Lambert, 2003).Collaboration serves to build
communication among stakeholders for the benefit and success of all students.
Conclusion
Within the context of education, we learn together as a community, toward a shared
purpose, wherein there is confidence, value and worth in what we do (Lambert, 2003).Teachers
as leaders are the ultimate providers of change reform, and the innovators for a different way
of instructional methodologies. Creatively, they bring balance using inclusive pedagogy as one
of excitement which challenges students in the learning process. In the learners specialization
of curriculum and instruction, the end results, seek collaboration and restructuring of the
curriculum by and with other stakeholders while learning from each other for student success.
The organization for professional development offers extensive learning opportunities to
promote an intellectually imbedded success plan. The plan affords the staff to look for evidence
within the capacity of student learning, while planning and organizing for new knowledge and
instructional practices to serve a diverse population. It is no longer feasible for schools to
10. 9
9
conform to a single way of teaching and learning for excellence. New models are necessary to
promote student success and inclusion of diverse groups under a relative student success plan.
11. 10
10
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