School Based Management A 21st Century Approach to School Developmentijtsrd
Public school education across the world has undergone trends where the school management shifts from centralization and decentralization. This research has focused on a variety of the best strategies and practices of school based management in a global approach. The findings of this study showed that there are different indicators emerged as significant in relation to School based management. These include the effective school leadership, management strategies, faculty development, and stakeholders' participation were identified that have huge influence in attaining the overall objectives and aims of school based management. Based on the data gathered, there were no single formula in achieving the overall goal of our school based management, however, there are number of practices that leads to positive and quality educational system these includes effective leadership, management strategies, faculty development and stakeholders participation. Therefore, with these practices, there is a huge probability that a school will likely achieve its goal. Caterina D. Villo | Brenda T. Tabiosa | Ma. Cecilia L. Caballero | Lynne Christine E | Solar, Marilyn M. Miranda | Dr. Luzviminda A. Bonghanoy ""School Based Management: A 21st Century Approach to School Development"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd29995.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/other/29995/school-based-management-a-21st-century-approach-to-school-development/caterina-d-villo
Directors Meeting - Feb. 21, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Alisa Liggett, Student Conduct and Academic Integrity
Amber Fallucca, Center for Integrative and Experiential Learning
Scott Verzyl, Enrollment Management
Dennis Pruitt, VP for Student Affairs
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
This academic plan outlines the multi-dimensional efforts of Keene State College and the Division of Academic Affairs to achieve academic excellence. It comes at a time in history when it will not be enough for educational institutions to be known for the physical attributes of their campus or community, or the measures of the many inputs that historically have equated with status in the educational pecking order. Our stakeholders—students, parent, community, system and legislators—are demanding evidence of real educational outcomes, which are captured best in one overarching College strategic goal—achieving academic excellence. The institutions that rise to this new challenge will succeed and prosper, while those that do not will languish. While the Division of Academic Affairs at Keene State College has primary responsibility for meeting this challenge, our success will depend on the creative energies and hard work of the entire College community.
School Based Management A 21st Century Approach to School Developmentijtsrd
Public school education across the world has undergone trends where the school management shifts from centralization and decentralization. This research has focused on a variety of the best strategies and practices of school based management in a global approach. The findings of this study showed that there are different indicators emerged as significant in relation to School based management. These include the effective school leadership, management strategies, faculty development, and stakeholders' participation were identified that have huge influence in attaining the overall objectives and aims of school based management. Based on the data gathered, there were no single formula in achieving the overall goal of our school based management, however, there are number of practices that leads to positive and quality educational system these includes effective leadership, management strategies, faculty development and stakeholders participation. Therefore, with these practices, there is a huge probability that a school will likely achieve its goal. Caterina D. Villo | Brenda T. Tabiosa | Ma. Cecilia L. Caballero | Lynne Christine E | Solar, Marilyn M. Miranda | Dr. Luzviminda A. Bonghanoy ""School Based Management: A 21st Century Approach to School Development"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd29995.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/other/29995/school-based-management-a-21st-century-approach-to-school-development/caterina-d-villo
Directors Meeting - Feb. 21, 2020
UofSC Division of Student Affairs and Academic Support
Featuring:
Alisa Liggett, Student Conduct and Academic Integrity
Amber Fallucca, Center for Integrative and Experiential Learning
Scott Verzyl, Enrollment Management
Dennis Pruitt, VP for Student Affairs
Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal.
This academic plan outlines the multi-dimensional efforts of Keene State College and the Division of Academic Affairs to achieve academic excellence. It comes at a time in history when it will not be enough for educational institutions to be known for the physical attributes of their campus or community, or the measures of the many inputs that historically have equated with status in the educational pecking order. Our stakeholders—students, parent, community, system and legislators—are demanding evidence of real educational outcomes, which are captured best in one overarching College strategic goal—achieving academic excellence. The institutions that rise to this new challenge will succeed and prosper, while those that do not will languish. While the Division of Academic Affairs at Keene State College has primary responsibility for meeting this challenge, our success will depend on the creative energies and hard work of the entire College community.
A presentation that discusses a revision of a Master of Science (IT in Education) programme based on leaning outcomes initiative at The University of Hong Kong.
2. History
2009-2010: Chancellor’s Task Force
finds general education requirements
for College BA impede retention and
timely graduation
3. History
2009-2010: Chancellor’s 2010-2011:
Task Force finds general
education requirements for Strategic Planning work
College BA impede retention group recommends
and timely graduation transforming KU curriculum
4. Principles
Make educational goals more visible and tightly linked to curricula
Involve full KU community in discussion
Consider national trends in university teaching and learning
Process
The general education work group:
Surveyed faculty, students, staff, and alumni
Used survey responses (700+) to drive discussion
Analyzed discussion results to prioritize goals
Compared general education systems across AAU institutions
5. Results
General education at KU should be:
University-wide
Based on educational goals and learning outcomes
Focused on fundamental skills, knowledge, and values
6. Revised Educational Goals
The successful graduate will:
1. Build core skills of critical thinking and quantitative literacy
2. Strengthen written and oral communication
3. Develop a background of knowledge across fundamental areas
of study
4. Respect human diversity and expand cultural understanding
and global awareness
5. Practice social responsibility and demonstrate ethical behavior
6. Gain the ability to integrate knowledge and think creatively
7. Keys and next steps:
Link educational goals to learning outcomes
Ensure courses and educational experiences achieve the outcomes
Incorporate review of the courses for student learning
8. History
2009-2010: Chancellor’s Fall 2011:
Task Force finds general 2010-2011:
education requirements “Satellite Committees”
Strategic Planning work
for College BA impede recommend learning
group transforms KU
retention and timely outcomes, activities, and
curriculum
graduation evaluative rubrics
9. History
Spring 2012:
2009-2010: Chancellor’s Fall 2011:
Task Force finds general 2010-2011: “Transition Committee”
education requirements Satellite Committees finalizes learning
Strategic Planning work
for College BA impede recommend learning outcomes and criteria;
group develops six core
retention and timely outcomes, activities, and University Core
educational goals
graduation evaluative rubrics Curriculum Committee
formed
10. Building the KU Core curriculum
Three “general education” goals
Critical thinking and quantitative literacy – 2 “units”
Written and oral communication – 3 “units”
Broad background of knowledge – 3 “units”
Three “advanced education” goals
Human diversity and global culture – 2 “units”
Ethics and social responsibility – 1 “unit”
Integration and creativity – 1 “unit”
“Unit” = 3 – 5 credit course OR
an “educational experience” OR
an approved combination of courses and/or experiences
11. University Core Curriculum
Committee (UCCC)
Reviewed and endorsed by faculty governance
Elected representatives from College and all Schools with
undergraduate programs (including Med Center)
Student representatives
Ex officio members from Libraries and Provost Office
12. Summer 2012 Activities
“Fast-tracked” 700+ courses for provisional approval
Developed online submission process for courses and
educational experiences
Established approval process:
Department School/College curriculum committees
UCCC
13. How does a course or educational
experience qualify for the KU Core?
Departments describe how course or experience enables
students to achieve learning outcome(s)
Courses/experiences can meet more than one outcome (students
can achieve only one outcome per course/experience)
All sections of the course must meet the same outcomes.
Nominations reviewed by school/College curriculum
committees
UCCC shepherds process to promote successful
departmental applications
14. How does a course or educational
experience remain in the KU Core?
Evidence of student achievement preserved
UCCC reviews evidence for re-approval
15. Projected Timeline
Spring 2013
Finish integration of KU Core into School and College
curricula
Finalize catalog and student information systems
Begin orienting new students
Fall 2013
All incoming undergraduates follow new curriculum
Current first-year students can “opt in”
Transfer students can “opt out”
16. The KU Core: A renewed beginning
for KU undergraduates
Curricula linked to educational goals
Undergraduates aware of learning outcomes
Degree-specific and major requirements build on KU
Core foundation
University-wide; establishes essential educational
expectations of the KU undergraduate experience
Coordinated with efforts to make learning visible and
share evidence of student achievement