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Educational Learning Opportunities: Public Schools
- 1. Learning Team C: Tierney Fondren, Donald Garrett, Regina Oladehin, Jeremy Steele MTE/501 Steven Blankenship
- 2. A school mission statement is a reminder. Administrators and faculty across the country are making an effort to design a creed that identifies the goals, policies, and aspirations their school communities seek to achieve (Education World, 2015). Put the mission statement into practice The mission statement can be a useful tool when communicating with the students. An effective mission statement tells students what the culture of the school should be. For example, if in the past students at the school have struggled with respecting one another, the mission statement might include the words, “We will respect ourselves and one another” (Education World, 2015). Make the vision come alive Often the school’s mission statement is just a static declaration of what we want the school to be. It is pasted on walls or inside a student planner. We can make the mission come alive by having students recite it daily and spending five minutes at the beginning of homeroom describing how the school progressing in the right direction, or what students and faculty can do to help make the school’s mission a reality (Education World, 2015). Mission Statement (example) The purpose of this school is to educate, empower, and enable all students to become caring, contributing citizens who can succeed in an ever-changing world. This school is committed to focusing on high expectations and individual academic success and to creating a community of respect and responsibility (Education World, 2015).
- 3. Moving beyond the mission statement “Schools may choose to continue to define their overall mission, but in order to create an effective school culture that promotes improved learning for all students which can be effectively measured a more defined statement is needed” (Commission on Public Schools Committee on Public Secondary School, 2016). This is expressed in the school’s core values and beliefs. Academic, social, and civic expectations The “Commission on Public Schools Committee on Public Secondary School” (2016) states that the core values must address competencies in the following: Academic (e.g., proficient communicators in written and spoken language, critical thinkers) social (e.g., effective collaborators, establish and accept personal responsibilities) civic (e.g., participate effectively in ones community, being an informed member of a national and global society) Into the future A school’s core values should be modeled by both faculty and staff. Students should be able to carry these core values into the next phases of life and beyond (Commission on Public Schools Committee on Public Secondary School, 2016). Examples of core values: collaboration, honesty, perseverance, respect, personal integrity, equity, intellectual curiosity, appreciation of diversity (Commission on Public Schools Committee on Public Secondary School, 2016).
- 4. • White student enrollment decreased in public school from 58% to 49.5% • Hispanic student enrollment increased from 19% to 25% • Black student enrollment decreased from 17% to 16% •Asian/Pacific Islander student enrollment increased from 4% to 5% ("Racial/ethnic Enrollment In Public Schools", 2017). ("Racial/ethnic Enrollment In Public Schools", 2017).
- 5. OPPORTUNITIES LIMITATIONS Audience Response Technologies Interactive Whiteboards Tablets, iPod Touch, Netbooks Tablets, iPod Touch, Netbooks Lack of Technical Support Teacher and Student become dependent Interactive Whiteboards Technical mishaps Visual processing Audience Response Technologies Cost involved Limited polling benefits
- 6. Project Based learning Modeling Accountable Talk Field Experience, Field Trip, Field Study Peer Teaching/Collaboration Student Self Assessment
- 7. Designed as a guide for teacher preparation Workshops and guides help to create a standard for all teachers. Limited because this assessment plan only helps the teachers, but does not take into account the student learning habits. Roles and Responsibilities Understanding students Planning and preparing
- 8. Why do we use them? Teacher evaluations are used to provide feedback on how the teacher is performing in the classroom. Observations/ Exams With observations the teacher is examined while in their classroom. While exams are given to the student, and those results are used to grade the instructor.
- 9. Observations Observations of the teacher are done while in their classroom. Exams Exams are completed by the students and use to grade the instructor
- 10. Systems That Focus on Development Teacher evaluation systems that are designed to help teachers improve have three primary characteristics. Lets talk about it!
- 11. •Comprehensive means the model includes all those elements that research has identified as associated with student achievement. • Specific means the model identifies classroom strategies and behaviors at a granular level.
- 12. t• Proficiency-based learning refers to systematic instruction, assessment, grading, and academic reporting that are based on students demonstrating that they have learned the knowledge and skills they are expected to learn as they progress through their education. Lets Be Comprehensive (cont.)
- 13. • Defining proficiency-based learning is complicated by the fact that educators not only use a wide variety of terms for the general approach, but the terms may or may not be used synonymously from place to place. Lets Be Comprehensive (cont.)
- 14. Commission on Public Schools Committee on Public Secondary Schools. (2016). Guide to developing and implementing core values, beliefs, and learning expectations. Retrieved from http://cpss.neasc.org Connor, J. (2014, May13).Two New Studies Find Problems with Teacher Evaluations. Retrieved August 13, 2017, from www.stateimpact.npr.org. Education world. (2015). Retrieved from http://www.educationworld.com Racial/ethnic enrollment in public schools. (2017). Retrieved from https://nces.ed.gov/programs/coe/indicator_cge.asp Standards for Teacher Competence in Educational Assessment of Students. (1990), Retrieved August 12,2017, from, www.buros.org Summary of a study written by Jim Hull Center for Public Education policy analysis. (2013). Retrieved from http://www.centerforeducationpublication.org University of Phoenix. (n.d.). Instructional Equipment. Retrieved from University of Phoenix, website University of Phoenix. (n.d.). Using Technology to Improve Student Learning. Retrieved from University of Phoenix, website. Washoe County School. (2015). Instructional Strategies List. Retrieved August 13, 2017, from http://www.washoeschools.net
Editor's Notes
- Speaker Notes: If someone asks what is your school’s mission, and you have to search the handbook to read a long drawn out statement, then you probably are not making the most of your schools mission statement. A mission statement should reflect what the administrators and faculty have set as aspirations for their schools to achieve. Once a mission statement has been established, school faculty should work to put the principles of the mission statement into practice. At many schools, students often recite the mission statement in the mornings, but simple recitation is not enough. Students and faculty should engage in thoughtful exchanges where the discuss whether or not the mission is being actively practiced, and if so, how has it helped change the culture of the school? If the mission is not being put into practice, what can the students, administrators and faculty do to push the mission along? Students may also do a self assessment to decide whether or not they are active participants in practicing the school mission.
- Speaker notes: Mission statements are great tools for reminding us of where administrators and faculty want the climate of their schools to be, but often we must move beyond the mission statement to get an accurate look at just how effective the mission has been in changing school culture. While many schools continue to push the mission, a more defined statement is needed (Commission on Public Schools Committee on Public Secondary School, 2016). Consequently, the 2011 Standards move schools to further define their goals through identifying a set of core values and beliefs about learning (Commission on Public Schools Committee on Public Secondary School, 2016). When developing core values a collaboration between students, teachers, administrators, parents and the community is necessary. Based on that collaboration involving an exchange of ideas and sharing of research, a set of core values addressing academic, social, and civic concerns is developed. These values should be reinforced through modeling by the school’s administrators, faculty, staff, and students. These values, if regularly put into practice, will be values that students can carry with them for the rest of their lives.
- Speaker notes: The United States has long been considered to be one of the most diverse places in the world because of the constant of new cultures introduced to this country by immigrants who arrive on our nation’s shores. For this reason there is a constant change in the student demographic in our schools. The population of white students has been on a steady decline in recent years, while we see a steady rise in the Latino population with numbers rising from nineteen percent in 2004 to twenty-five percent in 2014 and an estimated twenty-nine percent in 2026. There has been very little change in the numbers for Black, Asian, or Native Americans and Alaskans over the years. The changes in the numbers for White and Latino students has led to United States schools increasingly diverse. The change in racial diversity allows students to be exposed to new cultures, but there has been very little change in the ethnic diversity of teachers. This can lead to a lack of understanding of cultural differences, and because of the achievement gaps between White students and Black and Latino students along with intrinsic racism in our country racial stereotyping are often issues that have to be confronted in our schools. As stated earlier, diversity can also allow for a healthy exchange of cultural ideas that lead to acknowledgement and understanding of our cultural differences.
- Speaker Notes: According to the Association for Educational Communications and Technology, “educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources” (Januzewski & Molenda, 2008). This model provides a visual description of the current technologies that also include their advantages and disadvantages. The sources of technology allow for engagement and class disruption. For example, the Audience Response Technologies (CLICKER) is a form of technology used to display student responses to multiple-choice or short-answer questions, to poll students’ knowledge on a topic or question, and to review content prior to testing. The CLICKER is known to keep students involved and more eager to learn rather than giving a traditional assessment. The next source of technology is the Interactive Smart Board, this piece of technology is used K-12 of which teachers can use interactive whiteboards as a screen to present and manipulate information via a computer and projector and to show websites, interact with programs, play games, provide practice exercises, and review content. The last form of technology that is mostly used in classrooms are computers, tablets, ipods, and Netbooks. The devices can be utilized by whole-class to provide access to the internet, apps and programs that provide audience response and feedback, and collaborative work through shared documents and programs.
- Speaker Notes: In this slide, you will find a list of instructional approaches and gain an understanding for the importance of using multiple instructional strategies to hold the attention of your students. The first method listed is the Project based learning. The type of learning allows for discovery and inquiry while integrating content areas and most importantly providing a hands on learning experience. Modeling is the next instructional strategy that involves demonstration of the teacher and a student concept or skill and students learn by observing and emulating. Also known as an effective method, Modeling includes direct instruction, as well as performance and metacognition. Now you will gain an understanding for Accountable Talk. This is one strategy that is favored my most teachers. Students are going to talk during class anyway, so why not allow them to talk with others about ideas fundamental to classroom learning. This method draws on evidence appropriate to the content area for example: proof in math, data from investigations in science, literature etc. The next concept is that of Field Experience, Field Trip, Field Study. This method is very rewarding for the majority of the student body. According to Community Training and Assistance Center and Washoe County School District, experiences outside of the classroom enable student to extend classroom learning into real world locales, such as when visiting a natural or historical site, exploring current trades and industries on-site, or working alongside an expert in a field of study. This method is also considered a form of Project based learning. Peer Teaching/collaboration is a type of collaborative learning that involves students working in pairs or small groups to discuss concepts, or find solutions to problems. It enables learners to take responsibility for reviewing, organizing, and consolidating existing knowledge and material; understanding its basic structure; filling in the gaps; finding additional meanings; and reformulating knowledge into new conceptual frameworks. Learning from peers’ increases learning both for the students being helped as well as for those giving the help. Lastly, Student Self-Assessment. This Assessment is considered as a form of inventory utilized by students to gauge interests, career diagnostics, or learning preferences. Also used as an academic assessment tool, most times in the form of a rubric, that will give a description of the learning task at hand and its attributes to the level quality. In this case, students will assess their own progress and performance.
- The standards are in place to give all of the teachers the access and guides to aid with their preparartion. Teacher groups have created workshops and guides to help the teachers with prep or lesson planning, student engagement, classroom standards, and even how to dress and talk. These standards are great and necessary, but they are limited as this prepares only the teacher in a non student setting. The standards also only work with the teachers and fails to create the standards for the students.
- Teacher evaluations are used to provide the teacher and the school with how well the teacher is performing in the classroom. This is vital as the desire to get the most out of students is at an all time high. The limitations to evaluations is that the feedback can be easily skewed. Observations contain bias and can easily be misinterpreted. Also the sample size on an observation is very small. The limitations to the test is that if a student does poorly then the teacher is blamed, but in fact we need to study the outlyers that caused the student or students to not do well on the work.
- Observations are done by the teacher being observed several times with feedback given. The limits to observations are that they may not be done frequently enough to provide adequate feedback. . The limitations to the exam is that if a student does poorly then the teacher is blamed, but in fact we need to study the outlyers that caused the student or students to not do well on the work.