Role of school manager
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The document outlines the key roles and responsibilities of a school manager according to Hallinger (2005), which include creating a shared vision and high expectations, guiding continuous improvement, monitoring curriculum and learning outcomes, and being a visible presence. It also discusses three major indicators for evaluating schools: performance based on dropout rates, passing rates and attendance; potential based on school climate, experienced faculty and resources; and achievement based on exam scores and proficiency standards.
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Role of school manager
The document discusses the role of a school manager according to Hallinger (2005), which includes creating a shared vision for the school, developing a climate of high expectations, guiding continuous improvement, monitoring curriculum and learning outcomes, communicating the school vision, arranging staff development, and being a visible presence that models the school's values. It also outlines three major indicators for evaluating and ensuring accountability in schools: performance indicators such as dropout rates, passing rates and attendance; potential indicators including school climate, experienced faculty and resources; and achievement indicators like scores on exams and proficiency standards.
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The document outlines Hickory Public School District's process for developing a district-wide school improvement plan focused on improving instruction. Key aspects included defining the district's instructional core through research and teacher input, vertically aligning the curriculum using a wiki for collaboration, and conducting school-level gap analyses to identify differences between current practice and the instructional core. The goal was to establish a collaborative, data-driven system for school improvement accountable for student success.
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This document discusses various models for evaluating curriculum, including Provus' Discrepancy Model, Tyler's Model, Stufflebeam's CIPP Model, Stakes' Congruency-Contingency Model, and Elsner's Educational Connoisseurship Model. It also outlines purposes of curriculum evaluation like providing feedback, determining how well learners achieve objectives, and improving teaching/learning processes. Data collection methods are presented at the classroom and school/system levels.
study habits
a handy document for high school and college that my assist in changing our atitudes in study habits and study skills so that we pass examinations and improve our grades and class performance
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The presentation relates to the Wiltshire History Secondary Conference which took place in June 2009. The presentation looks at the implications for History teachers of APP and Controlled Assessment
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The document discusses a curriculum evaluation class at PED 109. It provides details of the class facilitators and their topics. The topics include what, why and how to evaluate a curriculum, curriculum evaluation through learning assessment, and planning, implementing, and evaluating curriculum understanding connections. It then discusses curriculum evaluation in more depth, including definitions, objectives, reasons for evaluating curriculum, and different models of curriculum evaluation.
Last Curriculum Leadersip Class
This document discusses best practices for continuous improvement in curriculum, instruction, and assessment to improve student achievement. It advocates for a continuous improvement model with standards-based curriculum and assessments that are frequently used to analyze qualitative and quantitative data. Key elements for success include clear learning standards, regular data meetings, rigorous instructional design and feedback, and professional development focused on improving teaching. The ultimate goal is improving student outcomes, as research shows students learn more when placed with high-performing teachers who receive ongoing feedback and work within a guaranteed, standards-based curriculum.
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During the 2016-2017 school year, it became apparent to me that my students at Watkins Overton High School in Memphis, TN, might enjoy a greater sense of academic achievement if they had a better understanding of what was required to receive a rating of Proficient or Advanced when their artifacts are assessed. In the Audio/Visual Production field, these artifacts are almost always something the student must create. I am specifically interested in improving their commercials and public service announcements. Although, high school students have a lot of competing interests, providing rubrics for assignments would give them a way to focus their energy when completing projects and provide a way for them to assess the quality of their own work before submitting it for assessment. Their attention to detail and quality has further implications for post-secondary success. Rallying behind the mantra, Destination 2025! In the year, 2025, our school district’s goal is to have 80% of graduates, college and career ready, 90% graduating on time and 100% of college and career ready graduates will enroll in post-secondary opportunities (Shelby County Schools, n.d.). What tools can I actively use to help my students get the advantage in life and become champions at work? The purpose of this paper is to determine can developing and utilizing rubrics with my high school A/V Production students help improve the quality of their films for public service announcements and commercials. These are my Next Steps.
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This document discusses key concepts relating to school leadership and learner achievement, including learning outcomes, performance indicators, and data-based interventions. It explains that school leaders should set achievable and challenging learning outcomes and utilize data to develop interventions to maintain or improve learner achievement. The document provides definitions and examples of concepts like learning outcomes, interventions, and classifications of performance indicators that measure learner achievement and the education system. It emphasizes that school leaders need to understand these concepts and use school data to support learners' attainment of outcomes.
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The Single National Curriculum for mathematics aims to develop mathematical literacy, logical thinking, and the ability to solve real-life problems. It is divided into four strands: numbers and operations, algebra, measurements and geometry, and data handling. The curriculum also emphasizes developing students' spiritual, moral, social, and cultural values through mathematics. It takes a concrete-pictorial-abstract approach and uses real-life situations, stories, mental math, and inquiry to engage students in mathematical reasoning from grades 1 to 5. Assessment includes formative methods like tests and projects as well as summative term and final exams. Teaching resources include manuals, workbooks, and online materials.
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This document outlines a unit on number operations from the Single National Curriculum for Class 2. It includes 1) comprehensive student learning outcomes like adding two-digit numbers, 2) using conceptual understanding with examples, 3) integrated methodologies like a lab activity using spinners to practice addition, 4) student worksheets and homework assignments, and 5) assessment measures like a class quiz with addition word problems. Remedial assistance is also provided for students who need extra help mastering the key concepts.
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This document discusses the key concepts of gravitation, including:
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This document discusses Newton's law of universal gravitation. It begins by stating the aims of understanding force of gravitation and deriving the mathematical law. It then defines gravity as a force that causes every object in the universe to attract each other. The key points are that Newton's law states that the gravitational force between two objects is directly proportional to their masses and inversely proportional to the square of the distance between them. The document derives the gravitational formula and notes that gravitational force is very small between everyday objects, which is why we do not notice it.
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This chapter discusses gravitation and covers:
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The document discusses the difference between active and passive voice. In passive voice, the subject receives the action while in active voice, the subject performs the action. Passive voice uses helping verbs like "be" and "by" while active voice is more concise and direct. The document provides examples of sentences in both voices and offers tips on changing passive sentences to active sentences by identifying the subject and changing the verb form.
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This chapter introduces key concepts in the study of American government such as who governs, the purpose of government, and different theories of government. It defines political power, authority, and legitimacy. It also outlines different forms of democracy like direct and representative democracy and discusses the Framers' view of balancing popular views with limiting majority abuse of power. Finally, it summarizes theories of government like Marxism, elitism, bureaucratic, and pluralist theories.
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The United States becomes involved in the Vietnam War to stop the spread of communism in Southeast Asia. Over time, the war becomes increasingly unpopular and divisive in the US as it drags on without clear progress. Protests and opposition to the war intensify during the 1960s. Finally, in the early 1970s, President Nixon begins withdrawing US troops from Vietnam as part of his Vietnamization policy. The last US troops depart in 1973 after over a decade of involvement, leaving South Vietnam to fight on its own.
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This document is from an American history textbook and outlines several lessons on key issues facing the United States in the 21st century, including national security, foreign policy, poverty, and the environment. It introduces topics like terrorism, surveillance, globalization, and climate change. Each lesson contains subsections that provide more details on related policies, events, debates, and challenges. The overall document serves as a guide for students to learn about significant domestic and international concerns confronting America today.
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Germany invades neighboring countries and launches the Holocaust, systematically killing millions of Jews and others. The United States remains neutral at first but begins providing military and economic aid to Britain and other Allied nations. In 1941, Japan attacks the US naval base at Pearl Harbor, bringing America fully into World War II against Germany, Italy and Japan.
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Role of school manager
- 1. ROLE OF SCHOOL MANAGER : INSTRUCTIONAL TASK EVALUATION AND ACCOUNTABILITY
- 2. THE ROLE OF SCHOOL MANAGER (HALLINGER,2005) 7 Points Focused on creating a shared vision. This aligns with much of the general research. Developed a climate of high expectation Guided the continuous improvements of the school Monitored the curriculum and students learning outcomes Created and communicated the school vision Arranged Staff development Became a visible presence in the school by modeling the share values of the school’s culture
- 3. We have three(3) Major indicators Performance Indicators Potential Indicators Achievement indicators
- 4. PERFORMANCE INDICATORS Three (3) areas Drop out rate Passing rate Attendance
- 5. POTENTIAL INDICATORS Four (4) Areas School Climate Experience Faculty Facilities (Water facility, Canteen etc) Resources (Library , Laborites ,Play grounds etc)
- 6. ACHIEVEMENT INDICATORS Two(2) Area Score in Exams Proficient as per Standards
- 7. THANKS No question is very good question Have a nice day