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This article proposes suggestions for developing an educational leadership program to train principals in social justice activism. It discusses strategies for selecting candidates committed to social justice and covering relevant knowledge and skills in courses. The program aims to raise academic achievement and critical consciousness for all students through inclusive, engaging classrooms. The article notes strengths like excellent recommendations but also weaknesses like not providing evidence that heterogeneous classrooms are more effective and not addressing implementation challenges.
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Conventionalities and answer ability in the teaching employment
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TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
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0001-1-educational-leadership-.pdf to all students and teachers
This document provides an overview of an undergraduate educational leadership course at the University of Cambodia. It includes the course instructor's contact information and an outline of topics to be covered such as leadership styles in education, developing effective school leaders, the teacher's role as a leader, and 21st century leadership in education. The goal of the course is to provide participants with insight into educational leadership and explore the role of teachers as leaders in school change management and 21st century teaching and learning.
MIDTERM LESSON 2 (Teaching Competencies) Continuation.pptx
The document outlines several teaching competencies including curriculum and instruction, establishing community linkages, school leadership, classroom management, and professional development. It defines curriculum and instruction, noting teachers should have knowledge of curriculum models, learning areas, pedagogy, technology, and materials. Community linkages are important for partnerships; teachers act as bridges and ambassadors. School leadership discusses teachers exercising dynamic leadership to reform students and schools. Teachers can convey convictions, facilitate learning communities, confront barriers, translate ideas into actions, and nurture success. Classroom management integrates rules, positive behavior, intervention, understanding learners, and psychology. Professional development commits teachers to continuous learning through courses, conferences, research, and in-service programs.
Online assignment
Professionalism in teaching requires ongoing training, development of expertise, and commitment to ethical standards. Teachers must continuously expand their knowledge, function autonomously in developing policies, and maintain high standards of conduct. Key characteristics of a profession include autonomy over their work, high social status and prestige, and power to regulate their field of expertise. To improve professionalism, teachers can participate in workshops, seminars, in-service courses, refresher courses, specialized training, and obtain higher qualifications - all of which enhance skills and keep teachers updated on innovations.
What Impact Does School Environment Have on Student Achievement?
A professional learning community is more than simply a collection of teachers working in the same building. A learning community comes together around people from every part of the school working collaboratively at all levels. That collaborative work is founded in what we call reflective dialogue, meaning staff conversations about issues and problems related to students, learning, and teaching.
Professional learning communities are characterized by:
- a principal who shares leadership, power, and authority and participates collegially by encouraging staff involvement in decision making;
- a shared vision developed from staff's unswerving commitment to students' learning and consistently articulated and referenced for the staff's work;
- opportunities for teacher-to-teacher visitation and observation accompanied by feedback and assistance as needed;
- sharing of personal practice;
- sharing of success stories and celebration of achievements.
What Are the Benefits of a Professional Learning Community for Teachers?
Teachers who view their schools as professional learning communities report fewer feelings of isolation, are more likely to see themselves as "professionally renewed," and view their work as more satisfying. In addition:
- teachers are more committed to the goals and mission of the school, and they work with more vigor to strengthen the mission.
- sharing good teaching practices helps create greater knowledge and beliefs about teaching and learners.
From the perspective of staff morale, teachers report feeling energized when they have increased opportunities for professional conversations with other teachers. The existence of a professional learning community encourages risk taking and innovation by teachers, one reason improvement efforts seem to be more productive in schools of this type.
What Are the Benefits for Students?
The characteristics of a professional learning community translate into concrete benefits for students, including academic gains in mathematics, science, history, and reading. These gains tend to be greater in schools structured as professional learning communities than they are in traditional schools, and the schools tend to demonstrate smaller achievement gaps between students from different backgrounds. These schools also are reported to have lower dropout rates, fewer missed classes, and lower rates of absenteeism.
How Can Principals Create Professional Learning Communities?
Leadership is essential for professional learning communities to be effective. Principals need to provide opportunities for teachers to meet and share effective practices, develop interdependent teaching roles, and grow personally and professionally.
Source: https://ebookschoice.com/what-impact-does-school-environment-have-on-student-achievement/
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This course syllabus outlines an organizational change and sustainability course taught over 12 weeks. It will introduce students to techniques for aligning sustainability goals with organizational goals and fostering culture change to transform companies. Using case studies and tools like LEED and LCA, students will learn to evaluate organizational sustainability performance and lead sustainability programs. The course emphasizes interactive discussion over lectures and aims to pose challenging questions about measuring outcomes like equity and happiness, not just productivity metrics. Assignments include an eco-autobiography, developing a shared vision, and applying sustainability benchmarks to projects.
New Mexico State UniversityELA 350 Introduction to Educational Lead.docx
New Mexico State UniversityELA 350: Introduction to Educational Leadership in a Global SocietyDepartment of Educational Leadership and AdministrationFall 2015Online Course, Canvas, 8-weeks (Mini-Semester: October 14 - December 11, 2015)
Dr. Rene O. Guillaume
Office: O’Donnell Hall, Rm. 307
Telephone Number: 575-646-1536
Email: [email protected]
Office Hours: Via NMSU email, Canvas email, or by appointment
Graduate Teaching GA
Marlena Moreno
[email protected]
O’Donnell Hall, Rm 221 (Cubicle in ELA Dept)
Office Hours: Via NMSU email, Canvas email, or by appointment
I. Description
Education is a global issue. Nations throughout the world struggle to create educational programs that contribute to goals for national well-being and development. Successful educational systems graduate individuals who are prepared to contribute to achieving these goals. Educational issues are ubiquitous. Educational systems around the world are trying to address funding, accountability, technology, and diversity issues -- each in their own way. By studying how different educational systems address these issues, we will be in a better position to develop optimum policies for our own local systems – the role of a citizen-leader. In an increasingly global world, people move in large numbers from one country to another and many college graduates work for multi-national organizations. As such, diversity is an important component of learning. Diversity policies address topics as diverse as: how minorities and immigrants are educated; which social and religious values are presented; the role of technology in education; and how education is financed. While specific policies will vary from country to country, they must all address common global concerns. These policies need to be articulated within a common framework so that what is done in one nation will ultimately facilitate both national and global development. In democracies high quality citizen-leadership is required to successfully develop and implement any policy, be it education or any other public arena. Leadership is also required at work and in the family. This course is intended to present leadership theory and apply it in an educational venue. Students who complete the course will have a better understanding of leadership and how to use it effectively to achieve their personal goals – at home, at work, and in the community.
Skills and lessons learned in this leadership course can be used in many ways. Individuals can improve their social relationships through an increased awareness of leadership patterns and needs. Leadership, exercised in both informal and formal modes, is essential for achieving work related goals. Workers need to know how to lead and how to be led in ways that contribute to achieving goals, both personal and organizational. Finally, as citizens in a democracy, we have a civic responsibility to contribute to the policy that guides our development. A sound understanding of leadership theo.
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Establishing Trust Between School Teachers and University Faculty
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.
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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-
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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.
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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