Title1 School Wide
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The document outlines the key components of developing an achievement-based accountability plan using the Title 1 Schoolwide model. There are 10 required components that must be included in the schoolwide plan, such as conducting a comprehensive needs assessment, incorporating reform strategies based on scientific research, ensuring instruction by highly qualified teachers, and providing professional development. The primary goal is to ensure all students, especially those who are low-achieving, meet state academic standards through improving the entire school program. Additional requirements include evaluating the plan's effectiveness and combining various sources of federal, state, and local funding.
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Excellent Teachers For High-performance Schools
Teacher quality has been one of the most hotly debated education policy issues over the past ten years. Central to the discussions are strategies to align teacher education and professional development programs at colleges and universities with the reform of K-12 education.
In many states, public officials have joined K-12 and postsecondary education leaders to restructure teacher preparation and professional development programs under the auspices of statewide K-16 initiatives. And yet, according to a national commission on teaching, America is still a very long way from realizing that future.
Colleges and universities often have been criticized for contributing to the deficiencies of K-12 schools. Year in and year out, schools of education produce graduates who staff the great majority of our nation's classrooms, with usually significant prowess. At the same time, schools of education are assigned much of the blame for all that is imperfect or lacking in K-12. Common sense suggests that there is plenty of blame to go around and that schools of education can only do what their profession and their universities permit them to do. That said, much stands in the way of their becoming what they must be to produce uniformly excellent teachers for reformed high-performance schools.
It is disappointing that higher education in general has had so little involvement in the contemporary school reform initiatives, thus, begging the question of the relationship of higher education to the K-12 enterprise and the consequences thereof for teacher education.
Work in the states is being supported by a number of national initiatives aimed at reforming the teaching profession, from recruitment to initial preparation, to the transition of the beginning years of teaching, and throughout continuing professional development. These national blueprints for achieving quality in teacher education serve to involve interested states as partners in the design and implementation of effective strategies and programs.
This policy brief will examine state-level strategies aimed at incorporating quality teacher education and professional development programs as part of new state K-16 or P-16 systems. It includes analyses of critical components that contribute to the success of the initiatives. The brief concludes with suggestions of what more could be done to strengthen the preparation and development of quality teachers within states' P-16 paradigms.
The new initiative has identified five goals:
1. To improve student achievement from preschool through postsecondary educa-tion;
2. To help students move smoothly from one education system to another;
3. To ensure that all students who enter postsecondary education are prepared to succeed;
4. To increase access and success of all students in postsecondary education, especially from minority and low income groups;
Source: https://ebookscheaper.com/2022/05/25/excellent-teachers-for-high-performance-schools/
Educational leadership
The document provides background information on school improvement plans and identifies factors that influence their implementation. It discusses:
1) The importance of school improvement plans for advancing education and achieving goals. Effective implementation requires collaboration between school administrators, teachers, parents, and others.
2) Factors that can negatively or positively impact the implementation of school improvement plans, such as lack of communication, insufficient resources, and unsupportive internal/external facilities.
3) The study aims to identify the major factors influencing implementation of the school improvement plan at Jaja Primary School in Ethiopia, where student performance is low despite education quality improvement programs. Understanding barriers can help strengthen implementation.
Siraj .dotx;body of research
The document provides background information on school improvement plans and identifies factors that influence their implementation. It discusses:
1) The importance of school improvement plans for advancing education and achieving goals. Effective implementation requires collaboration between school administrators, teachers, parents, and others.
2) Factors that can negatively or positively impact the implementation of school improvement plans, such as lack of communication, insufficient resources, and unsupportive internal/external facilities.
3) The study aims to identify the major factors influencing implementation of the school improvement plan at Jaja Primary School in Ethiopia, where student performance is low despite education quality improvement programs. Understanding barriers can help strengthen implementation.
Educational-Planning-Organization-and-Management_PIC.pptx
The document discusses educational planning and management. It explains that educational planning involves systematic analysis to make education more effective and efficient, while educational management focuses on utilizing resources well. It also outlines the scope of educational management, which includes decision-making, organizing teachers and students, and maintaining school records. Furthermore, it describes the process of educational planning, including setting objectives, reviewing policies, and evaluating plans. The key challenges for educational policy mentioned include developing specific sub-sectors, improving quality and equity, linking education to careers, and securing adequate resources. Finally, it provides an overview of what a school improvement plan is and the legal basis, stakeholders, and principles that guide developing one.
Basic education research_agenda
This document outlines the Basic Education Research Agenda for 2016-2022 put forth by the Department of Education in the Philippines. The agenda is meant to guide research conducted by DepEd researchers and external partners. It identifies 4 main themes of research: (1) Teaching and Learning, (2) Child Protection, (3) Human Resource Development, and (4) Governance. Under each theme, it lists priority questions for research that will help DepEd evaluate and improve its policies, programs, and overall delivery of basic education. The overarching goal of the research agenda is to ensure DepEd's actions are informed by evidence to better achieve its mission of providing all Filipinos with quality, equitable education.
Title programs 101 revised
This document summarizes the requirements and guidelines for several federal Title programs in a school district. It discusses Title I, which aims to help students meet state standards, especially for low-income schools; Title II for teacher training; and Title III for English language learners. Key requirements are annual parent meetings, using funds only to supplement existing programs, documenting expenditures, and ensuring teachers are qualified. Schools must meet rules to qualify for funding and conduct ongoing planning and assessments to improve student achievement.
Dep ed besra_aug_20_2005[1]
This document summarizes the Basic Education Sector Reform Agenda (BESRA) being implemented by the Department of Education in the Philippines from 2006-2010. The BESRA aims to achieve universal education goals by 2015 through five key reform thrusts: 1) Improving schools continuously, 2) Enhancing teachers' contributions to learning outcomes, 3) Increasing social support for learning, 4) Improving complementary education programs, and 5) Changing DepED's institutional culture. Specific policy actions are outlined to make progress in each reform thrust, such as empowering school heads and communities to continuously improve their schools, developing competency standards for teachers, and preparing long-term projections of teacher demand.
Improvement through the use of data
This document discusses school improvement planning at different levels - federal, state, district, and school. It outlines the requirements for school improvement plans from Title I federal law, Washington state law, the Edmonds School District policy, and the Puyallup School District policy. The plans are meant to use data to drive continuous improvement in student achievement and be developed with input from staff, students, families and the community.
Evaluation, Revision and Replanning.pptx
The document discusses the educational evaluation and planning processes in the Philippines. It describes how the country assesses the effectiveness of its education system through various mechanisms, including standardized testing, program and institutional evaluations, quality assurance, and policy and research evaluations. Educational planning involves regularly reviewing and updating curriculum, policies, infrastructure, and resources based on needs assessments, stakeholder input, and data analysis to ensure the education system meets evolving needs. Stakeholder engagement, monitoring and evaluation are emphasized throughout the replanning process.
Improvement through the use of data
This document discusses school improvement planning and the use of data to improve student achievement. It begins by outlining Patrick Murphy's background and experience in education. It then presents arguments on both sides of whether school improvement plans actually lead to increased student achievement. While some research shows little relationship between planning and achievement, other studies find that establishing clear goals, implementing decisions, and monitoring effectiveness can positively impact student performance. The document then reviews requirements for school improvement plans from federal, state, district, and school levels. It provides an example of a school district policy on improvement planning and evaluates a sample school improvement plan template. Finally, it discusses how principal evaluation frameworks examine the use of data in school improvement planning and criteria for effective data-driven decision
RI Educator Autonomy Kickoff presentation
This document provides an overview of the Educator Autonomy Project in Rhode Island. The project aims to support Rhode Island's efforts to improve student achievement through increased local autonomy for educators. It will examine barriers to effective teaching and learning, and make recommendations to the governor on how to remove barriers and strengthen autonomy at the school and teacher level while ensuring quality and effectiveness. A working group representing all stakeholders will conduct the work over 6-9 months. They will build understanding of the issues, identify areas for recommendations, develop and test specific recommendations, and prioritize proposals. Autonomy may be increased at the state, district, school and teacher levels in areas like budgeting, staffing, curriculum and assessments. The goal is to empower
Cohort 2 Schools Orientation to Next Steps NH
The Next Steps NH Project is a 5-year project funded by the US Department of Education to improve transition planning and outcomes for students with disabilities in New Hampshire high schools. The project aims to increase opportunities such as extended learning and family engagement to help more students graduate ready for college, careers, and independent living. Key strategies include enhancing transition planning, increasing real-world learning experiences, strengthening family-school partnerships, and developing regional support networks for schools. The project implements a framework to guide schools through stages of exploring, installing, and fully implementing evidence-based transition practices.
EXPANDING OPPORTUNITIES FOR EXCELLENCE 7-12-FINAL REPORT
This document outlines a committee's research and recommendations for expanding opportunities for excellence in grades 7-12. The committee reviewed literature, board data, economic data, and gathered input from students, staff, administrators, and parents. Among the strengths identified are specialized programming, engaging activities, access to technology, dedicated staff, and effective student support teams. Short-term recommendations include maximizing experiential learning, ensuring student voice, improving transitions, and exploring reach-ahead opportunities. Long-term recommendations focus on targeted literacy/numeracy interventions, partnerships for additional support programs, and reducing learning gaps before grade 7.
10 Steps for Transformation Education in India by Dr.Mahboob ali Khan Phd
Most of the steps needed to transform the quality of education in India do not require policy change or a new educational policy. Yet, these steps are not getting taken because there is no visible crisis pushing us to act. Only a few points in my list below – like the creation of a cadre of Indian education civil services, replacing the policy of schools within a kilometre of every habitation with a free transport to the nearest school policy – are policy-level issues.
Basic education sector reform agenda (1)
The Basic Education Sector Reform Agenda (BESRA) aims to improve basic education outcomes in the Philippines by 2015. It outlines five key reform thrusts: 1) Empowering school-level stakeholders to continuously improve their own schools; 2) Raising teaching standards to meet demands for better learning; 3) Increasing social support for attaining learning outcomes; 4) Improving complementary early childhood, alternative learning, and private sector participation; and 5) Changing DepED's institutional culture to better support reforms. The document details specific policy actions under each thrust, such as ensuring schools have improvement plans and resources to improve independently, adopting competency-based teaching standards, and preparing teacher demand projections.
NCASCD - District Improvement 2/09
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.
Obama's Blueprint for ESEA
The document summarizes President Obama's 2010 education reform plan, called the Blueprint for Reform. It overhauls the Elementary and Secondary Education Act to help ensure all students receive a complete education and are college and career ready. Key elements include developing rigorous common standards in core subjects; improving assessments; recruiting and supporting effective teachers and principals; meeting the needs of diverse learners including English learners; and providing competitive grants to foster innovation. The plan aims to improve student achievement, close achievement gaps, and better prepare students for success beyond high school.
Case Study PowerPoint Unit 2
The document discusses alternatives for a preschool, Forever Growing, to address challenges in obtaining financial resources and improving academic standards through the use of media and instructional technology. It proposes three alternatives: 1) having university students develop instructional videos for specific skills, 2) establishing social media accounts to expand the community and identify resources, and 3) creating a school website for communication and visibility. The recommendations are that utilizing media and technology in these ways can help solve the school's financial and instructional problems by increasing awareness, connections, and opportunities to acquire resources.
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