Prepare a final proposal for a school improvement plan, with feedback from the principal, school improvement team members, and other stakeholders.
These are my goals created by our school improvement team along with some ideas or processes on how we could go about achieving my goals . The members of my school improvement team are my principal, guidance counselor, teachers, librarian, community members, parents, a teachers union representative, and a resource teacher. It must be explained through through this essay that the goals and processes of achieving the goals were created in a collaborated effort by the school improvement team and how feedback from all was demonstrated with a few examples. Also how this improvement plan especially the "effective instruction goal" coincides with overall becoming a data driven school.
Goal 1- Effective Instruction
Implement the Model Curriculum provided by NJDOE to ensure that there is an adequate integration of the Core Common Standards with the NJCCCS.
Align assessments (both formative and summative) to Model Curriculum.
Collect and analyze data from assessments to ensure that:
At least 95% of students participate in state mandated formative assessments
At least 70% of students demonstrate proficiency on each subject learning objective of state mandated formative assessments
Staff continue to modify and/or improve instruction using research based methods
The number of not proficient students in the subject areas of LAL and Math will decrease by 8.3% as compared to 2012 NJASK scores through the use of:
A rigorous Curriculum
High expectations and implementation of classroom researched-based best practices
Continuous student interventions: tutoring, enrichment, etc.
All Science, Soc. St., and Specials area teachers will continue to support the Student Learning Objectives for LAL and Math as articulated in the Model Curriculum.



Goal 2- School Climate and Culture
Promote a positive school climate through proactive activities that create a safe place for learning to occur:
Students:
Character education program.
Assemblies/other activities that promote cultural awareness and tolerance.
Staff:
Professional learning opportunities.
Opportunities to create/present professional development sessions by staff through collaborative effort.
Attendance:
Staff/students: at least 92% attendance
Students: less than 5% will be chronically absent
Discipline: less than 5% of students will be suspended
Data
Examine discipline referral data on a monthly basis to determine:
Patterns of behavior
Possible root causes of behavior
Strategies:
Teachers will have 3 buddy teachers to send students to.
Guidance will continue their active role of conferencing with students.
Aggressively use in house counselors to implement research based behavior modification techniques.
Student reflections on behavior in order to:
Create accountability for incorrect behaviors
Modify/curtail future incorrect behaviors











Goal 3- Effective Family and Community Engagement
Promote a positive, respectful, and welcoming school environment for parents, students and community members at large through engaging and academically focused activities.
Parents:
Create afterschool ESL classes for parents
Students:
Offer collaborative parent/child learning opportunities: shared reading, hands-on projects, etc.
Community Members:
? Engage community leaders to serve as speakers, mentors/role models for parents and students.
Attendance:
Parents:
At least 25% of parents participate in school wide surveys
At least 80% responding to surveys state that the school meets expectations.
25% increase in parent participation in all school activities
Students:
100% of students will participate in school wide surveys.
At least 80% of students responding to surveys will state that the school meets expectations.
At least 25% of students will participate in parent/child collaborative learning projects.
Strategies:
Offer incentives to parents/students to foster habit of participation.
Use questionnaires/surveys on a quarterly basis to:
Get perspective on past activities.
Obtain input and suggestions for future activities.
Use automated phone system, parent liaisons, and staff members in addition to letters/notices to reach out to parents and students to ensure effective communication.

Objectives, Goals and Vision Alignment Analysis specific Rubric.


Standard:

High Performain leaders have a personal vision for their school and the knowledge, skills, and dispositions to develop, articulate and implement a shared vision that is supported by the larger organization and the school community.

Indicator:

Describes How Instructional Objectives, Curricular Goals and the Shared Vison Relate to each other in a School Improvement Plan.

Assessment (ESSAY ASSIGNEMNT}

An essay will be written using information from a School Improvement Plan{on a school district website: http://www.browardschools.com/schoolsplash1/schoolimprovement/0881.pdf} related to the school's vision, goals, and instructional objectives; and will in writing explain and assess critically the relationship and alignment among all three levels.

Paper must include the following to exceed expectations:

I. Explanation of Vison, curricular goals, instructional
objectives.
A. There is a very clear explanation of each of the three variables of vision, curricular goals and instructiona objectives.

B. There is a clear description of the ideal relationship among the theree variables.


II. Analysis of Alignment in School Improvement Plan.

A. There is a critical assessment that analyzes the extent of the alignment/misalignment among the three variables in the School Improvemnt Plan.

B. the analysis includes key examples of alignment and misalignment.

C. There are five or more key suggestions for improvement.

III. Citations and Writing

A. There are six or more relevant citations that support explanation and analysis.

B. there is accurate APA format for citations and references.

C. No errors in spelling, grammar, punctuation.

*I will upload the directions for you.I will also upload for you the previous papers that you may need to look back on for reference.

In this Application assignment, you have followed the steps of the Quality Improvement
Process. You identified an opportunity for improvement, documented current reality, determined
a root cause for the problem, and selected several research-based strategies as solutions.
The next step in the process is action planning. Action plans are an essential part of any School
Improvement Plan (SIP). They specify how the school will act to improve learning, which is the
goal of all schools, no matter how well their students are doing. In this modules Application, you
will create an action plan that specifies the details of how the strategies you selected will be
implemented, monitored, and evaluated.

Customer is requesting that (Boethius) completes this order.

i will be uploading a school improvement plan. There will be a report to fill out and then one paragraph to answer afterwards. the directions are pretty straightforward in the pdf. any questions please let me know.
Customer is requesting that (Boethius) completes this order.

Action Plan Steps Part 2
Submit a paper that continues the explanation of your action plan designed to decrease or eliminate the achievement gap. In this part of the paper, you should:

Describe what strategies will be used to assess the impact of the action plan on the school\'s culture and foster a positive school culture that centers on the diversity of the community.
Discuss what activities you will facilitate to apply principles of effective instruction to improve instructional practices and curricular materials by monitoring instructional practices; making recommendations regarding the design, implementation, and evaluation of the curriculum; planning and using technology to enrich the curriculum and instruction; and providing staff the assistance needed for improvement.
Discuss how you will monitor the components of the school improvement plan to ensure actualization of the identified goals. Discuss the evaluation process that will be utilized to assess the effectiveness of school improvement plan including the data that will be analyzed. Describe how progress toward achievement of school vision and goals will be shared with pertinent stakeholders, including the community. (ELCC 1.4)
Use the Template to complete your paper.

. Literacy Program Review
Write a program review, approximately 8-10 pages in length that explores
(but not limited to) the following:
? The background/demographics of the school or other work environment
? The existing reading/literacy programs
? The general philosophies of the teachers, administrators, and parents
? The challenges and assets of the setting
? Curriculum guides and technical materials in use at the location
? Recommendations for the future (an action plan, including professional development opportunities and possible revisions of materials in use)


I will send a school improvement plan and an example of a literacy program review.
There are faxes for this order.

Because of your expertise in understanding educational data, you have been asked to evaluate a school districts school improvement plan. Answer the following questions:

a. What are the strengths and weaknesses of the school?
b. What are the strengths and weaknesses of the data collected?
c. What changes would you suggest for the school?
d. Regarding mathematics, what can be done in the learning community to address the schools need?
e. Design some specific measures, involving members from the learning community to address these needs.

Submit your responses in a three- to five-page paper, excluding Title and Reference pages. Cite appropriate references within your paper. Your paper should be written in APA format.

I will be sending you a paper on school improvement- The paper includes a school profile, The desired state of the school and an improvement plan. After reading I need you to

Create an introduction (1page or little less), a conclusion (1 page or a little less) for the project as a whole.

AND
Write a reflection on the value of this assignment to you as a principal candidate. (1 page)

There are faxes for this order.

Customer is requesting that (johnfitz44) completes this order.

respond to this scenario:
You are assuming the principalship of a 600-pupil school in a low-middle class rural
community. Recently, the school received an "academically unacceptable" accountability
rating by the Texas Education Agency. About 40% of the students are minority.
Most of your 40 teachers have several years of experience. However you detect a
negative attitude from the teachers because they feel that the students in the school
cannot learn. As you walk through the classrooms you observe lots of wasted time, use of
paper and pencil activities, usage of a single textbook, and very few motivational
techniques. Students seemed bored and uninterested in their studies.
A check of the STAAR and End-of-Course (EOC) scores indicates that only 45% of the
students have passed all tests. There exists a considerable discrepancy between white and
minority student performance with only 23% of minorities passing all tests. Furthermore
a review of the special populations indicates that a disproportionately high rate of
minorities are in special education.
As an educator, you are not satisfied with the saying, "It's the home that is the problem."
To you, this is an excuse that is unacceptable.
If you believe you can make a difference in the academic and social progress of the
students, what plan of action would you develop?
essay outline

what each paragraph addresses

Paragraph 1 ??" Problem and/or Opportunity
Paragraph 2 ??" Effects Manifested
Paragraph 3 ??" Lack of shaping a campus culture by developing a shared vision
Paragraph 4 ??" Lack of communicating and collaborating with stakeholders
Paragraph 5 ??" Lack of acting with integrity, fairness and in an ethical manner
Paragraph 6 ??" Lack of designing curriculum, instruction and assessment for student performance
Paragraph 7 ??" Lack of sustaining an instructional program conducive to student learning and professional development
Paragraph 8 ??" Lack of implementing a staff evaluation and development system
Paragraph 9 ??" Lack of utilizing organizational, decision making, and problem solving skills
Paragraph 10 ??" Lack of applying leadership and management principles
Paragraph 11 ??" Lack of promoting a safe physical plant
Paragraph 12 - Closure

paragraph outline:
part 1 use the TExES Competency, domain and subpart/quote

part 2 use the theory or model

Model, theory supports competency-
Lesson cylcle
Motivation theory
Reinforemcement theory
Blooms taxonomy
Erickson;s SOK
Retention Theory
Transfer theory


part 3
Techniques/strategies to fix the problem reflective of the theory or model

Outline of my response:

School intervention plan
1. Access previous years data and that of feeder schools to formulate where the academic shifts are occurring
2. Meet with high performing teachers to go over what they do to be successful
3. Meet with all academic department to get their ideas for intervention
4. Depend on data for plan of action
5. Develop a self and teacher assessment survey to mark progress of actions-long term
6. Hold a meeting with staff to exercise the severity of the school unrecognized accountability and layout the plan for improvement
7. Make a public statement about plan of action
8. Gain community input through a survey
9. Proceed with plan with developed checkpoints and critical analysis of progress


my quick outline of the scenario:
1) school stats
a) academically unacceptable
b) 600 students
c) 40 teachers with experience
d) Low middleclass
e) Rural community
f) 40 % of student are minorities
2) Teachers
a) Detect a negative attitude
i) Low confidence in learning abilities of the students
3) Students
a) 40% are minorities
b) Students are bored
c) Students are uninterested in their studies
d) 45% of students pass all 3 sections of TAKS
e) Discrepancies between white and minority student performance
4) Curriculum
a) Pen and paper activities
b) Single textbook
c) Academically unacceptable by state
5) Classroom management
a) Few motivation techniques used my teachers
b) Wasted time
6) State accountability
a) Academically unacceptable
b) 45% of student have passed all three sections of the TAKS
c) White and minority student performance
d) 23% of minorities passed all 3 sections of TAKS test
7) Special populations
a) High rate of minorities in special education

the link for the TExES principal competencies and domains is the reference with the theories and models

http://www.texes.ets.org/assets/pdf/test_descriptions/te_facmanappendixc_fld068_r.pdf

Impact of Societal Forces on Education
Choose and research a school improvement idea. Identify the educational foundations that the idea has had. Explain the role and impact the idea has had on student learning. Analyze the costs of the idea in terms of legal, financial, personal, or institutional implementation. Prepare a 5-8-page research paper with appropriate reference sources.

I would like for Jordan Crystal to assigned this request. You did a piece for me recently which I was very pleased with. I have several other papers I would like you to do for me. This paper concerns school reform as it relates to a class I took last summer. Last summer I took a class in current issues in educational leadership. This has probably had the most impact on me concerning school change than anything I have ever been exposed to. The topic that I became so excited about is the restructuring of schools into Professional Learning Communities as proposed by Richard and Rebecca DuFour. I have continued to research their findings about this model for school improvement. This offers what I think is the best chance for our public schools to develop into learning environments that will be best for all students. through this program we can make sure all students are learning, empower teachers and promote site based management. We need to come to the realization that one size does not fit all and one method does not meet the needs of all stakeholders or students. The Professional Learning Community is a way of thinking and acting that helps everyone take responsability for learning. With my principals permission I have been trying to empliment this program in the two committees, science and safety that I am a member of. I have not told the other members what I am doing but I am trying to steer them in the methods by leading them in that direction. I am doing this by suggesting new ways of doing things that emphasize the work of the Professional Learning Community and Richard and Rebecca DuFour.

Hello,
I would like to request Purple Moon as my writer if possible.

Specifics: the paper needs to include 15 quotes, 15 parenthetical citations from both the empirical and practice based readings.It needs to be in APA format.

Subject: How can formal school leaders, such as superintendents, principals and assistant principals, utilize leadership teams to leverage change or improve schools? Effective practices for engaging others in the school improvement process.

I will send the PDF files in another email.

Thank you!
There are faxes for this order.

Introduction:

As a faculty member, you have a number of clinical preceptors working under your direction. In this task you will first develop a set of guidelines for conducting a performance appraisal for these preceptors. You will then develop an incentive program to reward preceptor performance. Finally, you will be asked to deal with two different issues that involve two of your preceptors.

Scenario 1: You have a new group of clinical preceptors who report to you on the medical surgical unit. Within the first two weeks on the unit, one of your preceptors has arrived late three days in a row. On further investigation you find that the preceptor has told the students to go ahead and start the patients care alone. This is the first medical surgical experience for this cohort of students.

Scenario 2: Often nurses who are preceptors are RNs but do not have a BSN. The hospital is applying for magnet status and is encouraging RNs to continue their education and obtain their BSNs. One of your preceptors has just spoken to you about wanting to go back to school to complete an education. The preceptor is a full-time nurse at the hospital and supports a family, and therefore cannot take time off to go back to school at the local university.

Task:

A. Write a brief orientation and development guide (suggested length of 3??"4 pages) for the preceptors.
1. Discuss the role of a preceptor.
2. Explain the guidelines for working one-on-one with the students using a competency-based approach.
3. Explain the supervision of students, including ethical and legal issues.
4. Explain the reporting requirements for preceptors.

B. Develop a set of guidelines (suggested length of 1??"2 pages) for a performance appraisal of the preceptors at the end of the students rotation.
1. Discuss the baseline measurements/parameters that will be used to evaluate the preceptors.
2. Explain the consequences of the performance appraisal.

C. Develop an incentive program with limited funding available to reward preceptor performance.

D. Design a performance improvement plan for the preceptor who arrives late, based on the issues in the first scenario.

E. Create a plan for addressing the preceptors specific educational needs in the second scenario.

F. If you use sources, include all in-text citations and references in APA format.

Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable Document Format) files.

Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.

Note: When using sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section.
Customer is requesting that (rbwpenn) completes this order.

Answer length 1 page:
Positive Behavioral Support Systems (PBSS) are systemic, school-wide approaches to student management that are integrated into a schools strategic planning and school improvement process. Contribute to the Discussion by responding to the guiding question.

How will/should a Positive Behavioral Support System (PBSS) look different??"or be developed and implemented differently??"at the elementary, middle school, and high school levels?

Also do Module 1 Analysis
I will upload directions for this. it will be 3 pages in length.
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Use your journal entries to develop a continuous improvement plan that includes the following information:



o Personal improvement objectives

o An action plan with time frames

o Strategies for achieving your objectives

Please Opition 1

As a faculty member, you have a number of clinical preceptors working under your direction. In this task you will first develop a set of guidelines for conducting a performance appraisal for these preceptors. You will then develop an incentive program to reward preceptor performance. Finally, you will be asked to deal with two different issues that involve two of your preceptors. Scenario 1: You have a new group of clinical preceptors who report to you on the medical surgical unit. Within the first two weeks on the unit, one of your preceptors has arrived late three days in a row. On further investigation you find that the preceptor has told the students to go ahead and start the patient’s care alone. This is the first medical surgical experience for this cohort of students. Scenario 2: Often nurses who are preceptors are RNs but do not have a BSN. The hospital is applying for magnet status and is encouraging RNs to continue their education and obtain their BSNs. One of your preceptors has just spoken to you about wanting to go back to school to complete an education. The preceptor is a full-time nurse at the hospital and supports a family, and therefore cannot take time off to go back to school at the local university. A. Write a brief orientation and development guide (suggested length of 3â€"4 pages) for the preceptors. 1. Discuss the role of a preceptor. 2. Explain the guidelines for working one-on-one with the students using a competency-based approach. 3. Explain the supervision of students, including ethical and legal issues. 4. Explain the reporting requirements for preceptors. B. Develop a set of guidelines (suggested length of 1â€"2 pages) for a performance appraisal of the preceptors at the end of the students’ rotation. 1. Discuss the baseline measurements/parameters that will be used to evaluate the preceptors. 2. Explain the consequences of the performance appraisal. C. Develop an incentive program with limited funding available to reward preceptor performance. D. Design a performance improvement plan for the preceptor who arrives late, based on the issues in the first scenario. E. Create a plan for addressing the preceptor’s specific educational needs in the second scenario. F. If you choose to use outside sources, include all in-text citations and references in APA format.

Write a summary of the book Moral Leadership getting to the heart of school improvement by Thomas J. Sergiovanni.
What part of the book was most meaningful to an educational leader.
How do the authors ideas guide of an educational leader.

I would like the writer "dmusings" to complete this assignment.

Let me know if you need me to send the first assignment, the Toyota paper you completed


Based on the information you gathered in your process identification assignment, choose one of the processes you have identified and carry it forward through the remainder of your Operations Improvement Plan (OIP) project. The process selected should lend itself to an in-depth analysis and should be important to Toyota.

Since you are expected to complete the entire OIP for the final project by the end of Unit 6, you need to take into account the time required to complete the OIP with respect to the duration of this course. You should plan to have the bulk of your research and investigative work completed by the end of Unit 5. Therefore, choose a process that is of appropriate scope to enable you to finish on time.

As you outline your process improvement idea, include the following elements:

Problem statement: What exactly needs to be improved?
Background of the issue: How long has it been occurring and other relevant historical data (costs, impacts, and implications to the organization)?
Implications: What could happen if it continues as it is (include the cons??" tangible and intangible)? What could happen if it is improved (include the pros??"tangible and intangible)? What are some potential general business results and impact on business relationships? Note: You are not expected to provide specific results at this early stage of the investigation.
Desired outcome: How will it be different? What competitive advantages will it yield? How will it impact stakeholders? Be thinking of the "Cost-Benefits" of the process improvement, how much will it cost Toyota, and how will these be offset by the benefits derived?

Customer is requesting that (dmusings) completes this order.

Please ensure you follow these instructions indefinitely:

Based on the information you gathered in your process identification assignment, choose one of the processes you have identified and carry it forward through the remainder of your Operations Improvement Plan (OIP) project. The process selected should lend itself to an in-depth analysis and should be important to Toyota.

Since you are expected to complete the entire OIP for the final project by the end of Unit 6, you need to take into account the time required to complete the OIP with respect to the duration of this course. You should plan to have the bulk of your research and investigative work completed by the end of Unit 5. Therefore, choose a process that is of appropriate scope to enable you to finish on time.

As you outline your process improvement idea, include the following elements:

Problem statement: What exactly needs to be improved?
Background of the issue: How long has it been occurring and other relevant historical data (costs, impacts, and implications to the organization)?
Implications: What could happen if it continues as it is (include the cons??" tangible and intangible)? What could happen if it is improved (include the pros??"tangible and intangible)? What are some potential general business results and impact on business relationships? Note: You are not expected to provide specific results at this early stage of the investigation.
Desired outcome: How will it be different? What competitive advantages will it yield? How will it impact stakeholders? Be thinking of the "Cost-Benefits" of the process improvement, how much will it cost Toyota, and how will these be offset by the benefits derived?
Review the Process Improvement Scoring Guide to make sure you have met all of the criteria of this assignment.
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Please respond to the following ten items in essay format using the following sources: Please respond in complete/concise/coherency from readings. One page for each item. Please use previous writer Jonsmom2. Use these sources and support and document your position when responding to each item. Make sure you use APA.
Thank you.,

Parkay, F. W., Anctil, E. and, Hass, G. (2010). Curriculum leadership: Readings for developing quality educational programs, 9th Edition, Allyn and Bacon, Needham Heights, Massachusetts.

Kowalski, T.J., Lasley II, T.J., and Mahoney, J.W. (2008). Data-driven decisions and school leadership: Best practices for school improvement. Pearson, Boston.

: Allen, Janet, Tools for Teaching Content Area Literacy, Stenhouse Publishers


Here are the items to respond to

:1. Identify and explain the each of the bases of curriculum

2. Describe how each of the basic philosophies of education influences curriculum.

3. Describe how you would use curriculum mapping to improve student learning.

4. How would you use the DART Model of data analysis to improve instruction?

5. How can the questionining and data collection process be used to enhance school improvement?

6. Define "data-driven decision making.

7. Describe the ways that student achievement data can be used.

8. Explain how the social forces should be considered in planning for teaching. Use examples to augment your explanation.

9. How can groups effectively make decisions, including data-based decisions, in schools?

10. Identify the aspects of human development that guide curriculum and describe how each aspect guides curriculum.

'Superheadism's Role in Fostering School Improvement


The United Kingdom's New Labour party has many Educational Policy
initiatives or trends intended to foster school improvement; explore the
role of "superheadism" (Headmasters)as part of the new labour policy
initiative/trends.

A. Find out as much as possible about the initiative.
(sources may include academic books, Green Papers/ White Papers,the TES
website and other media, "www. dfes.com.uk").
Names for Academic Books:
1. Effective School Management (Third Edition) by K B Everard and
Geoffrey Morris
2. Effective Educational Leadership by Bennett, Crawford and Cartwright
3.School Leadership for the 21st Century a competency and knowledge
approach by Brent Davies and Linda Ellison
4.Leadership for tomorrow's schools by Anne Jones.


B. Provide a description of of the policy initiative. or trend -in this
case it is "superheadism"- including its origins and relationship to
other New Labour education policies ( other new labour policies include,
for example: (Naming and Shaming trend/ The Role of OFSTED in School
Improvement)

C.Provide a discussion about the likely success or otherwise of the
initiative or trend referring to any directly-relevant research findings
and to the SESI Literature and/or its critiques.

D. The essay should have an appropriate introduction and conclusion. '




And the following links or clips might help as well:
.

MANAGING COLLEGES AND UNIVERSITIES
Issues for Leadership
Edited by Allan M. Hoffman Randal W. Summers Foreword by Dean L. Hubbard
BERGIN & GARVEY Westport, Connecticut ● London
-iii-

?
Questia Media America, Inc. www.questia.com

Publication Information: Book Title: Managing Colleges and Universities: Issues for Leadership. Contributors: Allan M. Hoffman - editor, Dean L. Hubbard - author, Randal W. Summers - editor. Publisher: Bergin & Garvey. Place of Publication: Westport, CT. Publication Year: 2000. Page Number: iii.
?

The Practitioners Dilemma: Understanding and Managing Change in the Academic Institution
John S. Levin
College and university administrators have no easy chore. The pervasive call for planned change in the academic institution is resisted by the culture of the academy, a culture that is weighted heavily toward preservation and maintenance of the status quo, particularly the belief system of faculty and those administrators who moved from faculty ranks ( Adams 1976; Dill 1982). Additionally, the very nature of managerial work has entrenched qualities such as decisiveness, action, and control that predispose managers to favor change, indeed to stimulate change and characterize environments as turbulent or dynamic ( Crouch, Sinclair, and Hinte 1992; Mintzberg 1989, 1973). Yet the structure and patterns of managing in the modern organization require an approach that is both superficial in its understanding of organizational life and occasionally dysfunctional because of its insistence on control and the acquisition of power to maintain control ( Mintzberg 1989).
Among the many views about managing organizational change in the academic institution, two strike the practitioner with experiential realism. The first is that confrontation with change and its companions, contradiction and ambiguity, is endemic to management ( Quinn 1991). The second view is that the significance of change is socially constructed, invented, or fabricated by managers and organizational participants and based upon preexisting interpretations and understandings of organization ( Crouch et al. 1992; Ferris, Fedor, and King 1994; Morgan 1986). Unfortunately, within organizations there may be no consensual meaning or understanding of organizational behaviors, thus change whether planned or unplanned may be accompanied by diverse and conflicting values, judgments, and interpretations ( Bergquist 1992; Morgan 1986).
The dilemma for managers of the academic institution is that they are charged with responsibility for organizational action, yet the meaning and ultimately the values of action and its outcomes are subject to interpretation and dispute. Managing the academic institution in the 1990s is not a journey into the unknown, but it is a struggle not unlike jousting with windmills or opposing a dragon in mortal combat, or even facing demons within.
This chapter is based upon a review of research on managing change in academic organizations, with emphasis on administrative and management science literature and on higher education literature. The purpose here is to clarify concepts of the management of change in higher education and to identify not only forces of change but also approaches to the understanding of and coping with change. What are assumptions about the academic institution that may affect the understanding and management of change? How is organizational change conceived of in the academic institution? What are the forces of change that influence the academic institution? What are organizational responses to forces of change? And, how could the management of organizational change be reconceived and practiced differently in order to enable higher education institutions to survive and even improve in their functioning?
Scholars and practitioners for over a decade now have claimed that a management revolution is under way not only in business and industry but also in higher education. To what extent is this claim compatible or at odds with several important assumptions about higher education institutions? For example, the collegial concept of the academic institution that portrays academic institutions as academic communities, with self-governing scholars, is under attack not only as the role of faculty becomes more entrepreneurial but also as relationships among faculty change as increased competition for scarce resources exacerbates collegial and even civilized relations. On the one hand, the assumption of self-governing scholars suggests that administrators or managers are superfluous; on the other hand, changes in expectations for faculty and consequent behaviors suggest that management has a strategic and critical role to play in the academy, particularly in guiding and managing faculty behaviors.

?
? Title Page
? -Contents
? -Foreword
? -Introduction
? -1: Organizational Structure, Management, and Leadership for the Future
? -References
? -2: The Practitioners Dilemma: Understanding and Managing Change in the Academic Institution
? -References
? -3: A Memorandum from Machiavelli on the Principled Use of Power in the Academy
? -Acknowledgments
? -References
? -4: Higher Education Management in Theory and Practice
? -References
? -5: Successfully Managing Higher Education Consortia/Partnerships
? -References
? -6: The Financing of Higher Education
? -References
? -7: The Process of Setting Tuition in Public University Systems: a Case Study of Interaction Between Governing Board and Campus Management
? -References
? -8: Collective Bargaining
? -References
? -9: Student Development: Its Place in the Academy
? -References
? -10: Managing with Diversity in Colleges and Universities
? -References
? -11: Managing Evaluations in Higher Education
? -References
? -12: Evaluating Collegiate Administrators
? -Reference
? -Index
? -About the Editors and Contributors
SCHOOL ADMINISTRATION

Persistent Dilemmas in Preparation and Practice
Edited by Stephen L. Jacobson Edward S. Hickcox Robert B. Stevenson
PRAEGER Westport, Connecticut London
-iii-


Questia Media America, Inc. www.questia.com

Publication Information: Book Title: School Administration: Persistent Dilemmas in Preparation and Practice. Contributors: Edward S. Hickcox - editor, Stephen L. Jacobson - editor, Robert B. Stevenson - editor. Publisher: Praeger Publishers. Place of Publication: Westport, CT. Publication Year: 1996. Page Number: iii.





? -Title Page
? -Contents
? -Preface
? -I Understanding Educational Dilemmas
? -1 Reforming the Practice of Educational Administration Through Managing Dilemmas
? -2 Managing Dilemmas In Education: The Tightrope Walk of Strategic Choice in Autonomous Institutions
? -Conclusion
? -Notes
? -3 Persistent Dilemmas In Administrative Preparation and Practices in Underdeveloped and Developing Countries
? -Conclusion
? -Acknowledgment
? -II Societal and Ethical Dilemmas in School Administration
? -4 Administering for Diversity: Dilemmas in Multiethnic Schools
? -Conclusion
? -Notes
? -5 Suspended Morality and the Denial of Ethics: How Value Relativism Muddles the Distinction Between Right and Wrong in Administrative Decisions
? -Conclusion
? -6 Imagination and Character in Educational Administration
? -III Organizational Dilemmas in School Administration
? -7 Monetary Incentives and the Reform of Teacher Compensation: A Persistent Organizational Dilemma
? -Conclusions
? -Note
? -8 Performance Related Pay and Professional Development
? -Conclusion
? -9 Equity and Efficiency: Tensions in School-Based Management in England and Wales
? -Conclusion
? -Notes
? -IV Role Dilemmas of School Leaders
? -10 Principals' Dilemmas: Intraorganizational Demands and Environmental Boundary Spanning Activities Jack Y. L. Lam
? -Conclusion
? -11 New Principals' Experiences With Leadership: Crossing the Cultural Boundary
? -Conclusion
? -12 The Dilemmas of Exercising Political Leadership in Educational Policy Change
? -V Dilemmas in The Professional Development of School Administrators
? -13 Problem-Based Learning as an Approach to the Professional Development of School Leaders: A Case Study
? -14 Boundary Mentoring: A Solution to the Persistent Dilemma of How to Educate School Administrators
? -Conclusion
? -Notes
? -Acknowledgments
? -15 The Need for Mentoring in a Developing Country
? -Conclusion
? -VI Dilemmas of Shared Leadership in Decentralized Schools
? -16 Reframing Educational Leadership in the Perspective of Dilemmas
? -Conclusion
? -Notes
? -17 Devolution and the Changing Role of the Principal: Dilemmas and a Research Agenda
? -Conclusion
? -18 Knowledge-In-Use: Reconceptualizing the Use of Knowledge in School Decision Making
? -Conclusion
? -Acknowledgment
? -References
? -Index
? -About the Contributors
1
Reforming the Practice of Educational Administration through Managing Dilemmas
Larry Cuban
I begin by outlining my argument. Without a practical understanding of the value conflicts deeply rooted in educational administration and the varied ways practitioners have learned to tame these perpetual struggles, schools and districts will continue to be administered as they are and face dim prospects for engaging in either meaningful or substantial reform. Such a practical understanding constitutes knowledge and survival skills for those principals and superintendents who hope to continue in their posts and, of equal importance, to improve their schools and districts.
To extract that essential knowledge and apply those survival skills requires disentangling value conflicts that are deeply embedded in the practice of educational administration, reforming schools, and reconciling their competing claims. Hence, I will first distinguish among the common types of dilemmas facing administrators over the purposes of schooling, over strategies in making improvements, and in ascertaining results. Then I will analyze the fundamental dilemma of conflicting role expectations that generates these more obvious and visible struggles. By concentrating on the tight coupling between surface and underlying dilemmas, I will argue that attention to both in preparation programs and for practicing administrators will help principals and superintendents figure out more clearly what they can and cannot do as administrators and why. In analyzing the dilemmas that administrators face, I hope to provide a more realistic platform for reshaping the practice of educational administration and coping with school reform.
-3-


Questia Media America, Inc. www.questia.com

Publication Information: Book Title: School Administration: Persistent Dilemmas in Preparation and Practice. Contributors: Edward S. Hickcox - editor, Stephen L. Jacobson - editor, Robert B. Stevenson - editor. Publisher: Praeger Publishers. Place of Publication: Westport, CT. Publication Year: 1996. Page Number: 3.


11
New Principals' Experiences with Leadership: Crossing the Cultural Boundary
Robert B. MacMillan
People inside and outside of school settings have preconceived ideas about the principal's role -- ideas that are based on their previous experience with individuals in that role and on community and societal expectations and assumptions. Unfortunately, unless they are principals themselves, these individuals have limited means to test their understanding of principals' work. Even candidates for the principalship who have acquired a knowledge of the role through experience in other positions and through administrative training programs do not have knowledge of administration in practice or of the increasing complexity of the role created by the meshing of contextual variables in unexpected ways ( Cuban, 1994).
Newly appointed principals face a difficult dilemma: while learning to be administrators and how to cope with the complexity of the role, beginning principals often must do so without the luxury of time to reflect on what they are learning (for example, Roberts, 1992b). During entry, then, beginning principals face the difficult task of confirming or rejecting their preconceptions of administration while adjusting to new sets of responsibilities and expectations.
At the same time, new principals must try to unravel the complexities and implications of the culture of their new schools ( Schein, 1989: 299) and make decisions based on their understanding of that culture. To be judged effective by teachers and other stakeholders, however, these decisions must be acceptable, or at least understandable, within the context of their organization ( Blau, 1964: 201-202).
-137-


Questia Media America, Inc. www.questia.com

Publication Information: Book Title: School Administration: Persistent Dilemmas in Preparation and Practice. Contributors: Edward S. Hickcox - editor, Stephen L. Jacobson - editor, Robert B. Stevenson - editor. Publisher: Praeger Publishers. Place of Publication: Westport, CT. Publication Year: 1996. Page Number: 137.

Outstanding School Administrators
Their Keys to Success
Frederick C. Wendel, Fred A. Hoke, and Ronald G. Joekel
PRAEGER Westport, Connecticut London
-iii-


Questia Media America, Inc. www.questia.com

Publication Information: Book Title: Outstanding School Administrators: Their Keys to Success. Contributors: Fred A. Hoke - author, Ronald G. Joekel - author, Frederick C. Wendel - author. Publisher: Praeger Publishers. Place of Publication: Westport, CT. Publication Year: 1996. Page Number: iii.
?
? -Contents
? -Introduction
? -1: Educational Philosophy
? -Summary
? -References
? -2: Values
? -Summary
? -References
? -3: Visionary Leadership
? -Summary
? -References
? -4: Institutional Leadership
? -Summary
? -References
? -5: Commitment
? -Summary
? -6: Interpersonal Relations
? -References
? -Summary
? -7: Innovation and Quality
? -Summary
? -References
? -8: Risk Taking
? -9: Communication
? -Summary
? -References
? -10: Selection
? -11: Personal Development and Professional Organizations
? -References
? -Index
? -About the Authors



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A new way of bringing schools together is being encouraged by ministers, reports Jim Kelly

Tuesday December 16, 2003
The Guardian

Labour is beginning to grapple with a very big idea. The problems faced by schools in cities continue to defy most of the reforms that have been thrown at them since the party came to power in 1997. The failure of this government to break the link between poverty and underachievement, highlighted last month by David Bell, chief inspector of schools, prompts a question: are schools, the traditional building blocks of education, up to the job?
"I don't think the urban comprehensive, or any urban school, can really meet all the needs of the pupils inside it," says Professor Tim Brighouse, the man credited with turning round Birmingham's schools, and now installed as the first commissioner of the capital's school system. So if the school in its classic form is not the answer, what is? The answer is, apparently, "collegiates" - groups of schools working together.
But this was not Labour's first answer. Originally ministers wanted to group schools into "federations". Legislation to support federations - complete with presiding superheads and single governing bodies - formed part of the last Education Act. Federations could range from informal partnerships to single "corporate" bodies - in effect single, multi-site schools. But Charles Clarke, the education secretary, is not fond of complex, structural solutions. He said he wanted to see a more informal, locally driven culture of collaboration.
There is another reason for Clarke's wary stance. Taken to the logical limit, a federation would be able to impose a single admissions policy on an area, requiring parents to apply to the group, not their favoured school. Clarke, anticipating middle-class uproar and electoral suicide, has said he will not allow this. Nor for that matter will he let federations report exam results "corporately", instead of individually.
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Clarke's caution disappoints those who think federations were the right answer. The logic behind this view is brutally simple. A single admissions point for several schools would help to reverse the damage done by the urban hierarchy. "The creation of escalators of schools ... will take some schools down as others rise," says Professor Brighouse. Competition between schools, hardly the desired hallmark of a post-comprehensive system, would be impossible inside a federation. Exam results could be published for the group, not the individual schools, undermining the hierarchy and forcing the best schools to help the others to improve.
But Clarke will not have federations - at least not in their most extreme form. Instead, a different idea is being harnessed to Labour's reform agenda - the secondary school "collegiate". Unlike the federation, this is based on developing the differences between schools, but within a close-knit, cooperative group. There is no suggestion of a superhead, or the "takeover" of poorly performing schools by super-performers. Governing bodies may inch together over time, but no mergers will be imposed. Again, Downing Street is enthusiastic. Collegiates were endorsed by Tony Blair, the prime minister, during the recent announcements about the future of London's secondary sector.
Collegiates are emerging fast, in large numbers, and are able to "cherry-pick" bits of the law on federations that suit their ambitions. They may well prove as radical as the "hard" federations Clarke opposed, but he appears ready to live with their proliferation because they offer a real chance of helping Labour to deliver on three flagship policies - breaking the link between underachievement and disadvantage, offering a much wider 14-19 curriculum, and making the specialist schools system much more responsive to parental choice.
The Oaks Collegiate Academy, Birmingham, was set up when Professor Brighouse was chief education officer for the city. It has been operational for a year. It embraces six very different schools, including high-status former grammars, a special school, and two that recently emerged from special measures. Several of them do not serve their local communities but rely on pupils being bussed across the city. They have come together because they are different, not because they are the same.
Progress in the first year has been fast. Already they are developing a single post-16 offering for their pupils. The next phase will see pupils moving school, at least for part of the week, post-14. Dave Beards, the academy's full time coordinator, says the schools already collaborate on curriculum, training days, textbooks and teachers. The organisation gets ?100,000 from the government, ?150,000 from the philanthropic Gatsby Foundation, plus 1% of each school's annual budget. "That is going to have to go up," says Beards.
The idea is to offer parents and children the best the six schools have to offer, and in the process break down the existing pecking order as standards rise. The collegiate is based on mutual self-interest. "This is very different from a federation," says Graham Ridley, head of Selly Oak, a special school with beacon status. "The big idea here is that we are all very different. A school is a lovely thing in itself. This is an organic approach. A lot of what goes on does not go through the heads - two-thirds of what is happening I don't know about. Federations were about engineering a structure - this is more like gardening."
The academy's big problem is geography. The schools are spread across a large area of suburban Birmingham. The heads, who meet regularly, as do governors, are considering a joint timetable that would leave students post-14 on their "core site" for two days, with two days for taking up options at other sites, and leave Fridays for work-related vocational education. The collegiate has burgeoning links with an innovative skills-training centre called Quinzone, which teaches craft trades. There are also plans to use computers more widely. The academy has its own IT manager, as well as three advanced skills teachers it can deploy across the organisation, with plans to expand that to a team of 18-20.
With joint access to IT systems, teaching staff, and assets like libraries, labs and workshops, the six schools are much better placed to respond to two big government initiatives - the widening of the post-14 curriculum and the need to bring order to the sometimes haphazard specialist schools system. Critics of specialist schools say that their "focus" - on one of a series of subjects ranging from technology to languages, business to manufacturing - means local parents have little choice. What if a child is fascinated by performing arts but ends up at an engineering college? Physically swapping pupils post-14 offers a way out of this conundrum.
"We are a specialist technology college," says Lesley Brooman, head at Dame Elizabeth Cadbury, one of the schools in the Oaks Collegiate Academy: "We can look to Frankley for performing arts, Bournville for business and enterprise. Meanwhile, Lordswood is applying for specialist sports college status and we are very short of facilities for those activities." She sees a range of other benefits to membership of the collegiate, from professional development for staff (using the collegiate's own centre at Selly Oak), to joint bids for government cash. "Before, we were all competitive little industries, spending goodness knows what on things like marketing. Now, we don't have to reinvent the wheel six times."
But will the collegiate try to push ahead to single admissions at 11? Many of those involved in the movement believe this is inevitable as resources - for example language teachers and labs - become linked to certain sites. Brooman says any changes must be carefully managed and will rely on progress in raising standards at all the schools. "The notion of belonging is very important to children - especially at 11-14," she says.
The model emerging at the Oaks is one of children entering a "home school" at 11, spending much of their time at other schools 14-16, and then entering a common sixth form. But such is the speed of developments that single admissions may one day be common at collegiates. "My dream is that one day there would be single admis sions," says Brighouse. "This is a softer system than federations, but a much more flexible model," he adds.
But isn't that Clarke's problem? If collegiates can be what they want to be, won't they begin to test Labour's patience, and its commitment to the theory of "new localism", in which the power to innovate is ceded to those who work on the frontline in the public services? A close political adviser to Clarke is surprisingly unfazed by the possibility of single collegiate admissions at 11. "It doesn't seem like a mad idea - but it is a long-term aspiration. We don't like laws and we don't want to force things on schools. It is much better from the bottom up than the top down, and clearly this could evolve over time."
Perhaps it is an idea that can be added to that basket marked: Labour's Third Term.

Part B: Applying key ideas from research (4 pages)
Select one of the three capabilities (applying relevant knowledge, solving complex problems, or building relational trust) from Robinson (2011) and one key concept from Santamara & Santamara, (2012, Chapter One) that are particularly relevant to the professional learning issue described below:

Description of professional learning context and issue:
A challenge faced by many schools and particularly my school is having a system that places accountability on teachers for their effects on student outcomes. Since joining the school, it has been my responsibility to develop an appraisal system that focuses on improving student outcomes by improving the quality of teaching. After several months of researching different models of appraisal and professional development in other schools, the issue of accountability was partially addressed with the launch of an appraisal system based on the New Zealand Registered Teacher Criteria that links to professional learning needs.
Currently teachers reflect on their effectiveness, comparing attributes to a rubric that describes effective teaching. Through reflection and comparison the teacher identifies and sets professional learning goals which they work towards over the year. Although clear goals have been established, it is not clear that they have led to improved student outcomes and in many cases it is apparent that the goals were written retrospectively. I will use components of applied critical leadership from Santamaria & Santamaria (2012) to improve communication of the philosophy of professional development for staff to take ownership of the process. Applied critical leadership emphasises the need to recognise and exploit existing needs of followers to engage them. (Santamaria & Santamaria 2012: 3-4)
Identifying a challenge:
The challenge is to improve the quality of education through accurate self-appraisal. Improvement in teaching must be an integral part of the professional development process and an important aspect of the schools philosophy. Teachers have shown varying ideas about teaching as inquiry so implementing a cohesive system of teaching as inquiry requires careful and effective leadership to ensure on-going teacher improvement. When energies are directed towards multiple, sometimes conflicting initiatives that are not part of an overall plan they are unlikely to be successful (Le Fevre 2010: 75).
To manage the process of setting appropriate teacher goals, the self-evaluation stage must have better structure and closer monitoring. Teachers must be made aware of expectations and the schools goals. While the high trust model is a non-threatening way of identifying less effective attributes it is also ineffective for monitoring development goals. Being personally involved with the identification and monitoring stages and engaging in dialogue with teachers will allow them to have input about their progress and the process. Continuing in a transformational model of leadership should lead to a collective change process and a sense of ownership for the teacher.
The goal to improve the quality of teaching and raise student attainment must be given priority. While teaching must be of a high standard and can be developed, factors influencing student outcomes outside of the learning environment is difficult to assess (Fenstermacher & Richardson 2008: 187) so a link between them should be established.
The significance of issue in relation to relevant research and literature:
All school change must be built in a collective fashion (Le Fevre 2010: 72). The changes made in the school have been directed by the leadership. Although the appraisal system requires evaluation and analysis for effectiveness, the importance of linking teaching as inquiry to professional development must be highlighted for teachers to accept and understand. In identifying goals, school leaders must engage in professional learning discussions, obtain feedback, involve teachers and use research.

Please ensure that the paper meets the following criteria:
Part B Assessment Criteria
Accurate summary of models/ approaches using your own words
Explanation clearly describes your personal and/or professional rationale for selecting key ideas.
Analysis demonstrates in-depth critical reflection and evaluation of the context and issue you presented in the text above in relation to these key ideas.
Evidence of in-depth search of relevant databases and sources for relevant scholarly literature.

Please access the following literature in addition to those stated above:
Argyris, C. & Schon, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey Bass.

Berliner, D. (1987). Simple views of effective teaching and a simple theory of classroom instruction. In D. Berliner & B. Rosenshine (Eds.), Talks to teachers. New York: Random House.

Carini, P. F. (2001). Valuing the immeasurable. In P. F. Carini (Ed.), Starting strong: A different look at children, schools, and standards (pp. 165-181). New York: Teachers College Press.

Earl, L. M., & Katz, S. (2006). Putting data at the centre of school improvement. In L. M. Earl & S. Katz (Eds.), Leading schools in a data rich world: Harnessing data for school improvement (pp. 1-15). Thousand Oaks, CA: Corwin Press.

Fasoli, L., Scrivens, C., & Woodrow, C. (2007). Challenges for leadership in Aotearoa/New Zealand and Australian early childhood contexts. In L . Keesing-Styles & H. Hedges (Eds.), Theorising early childhood practice: Emerging dialogues (pp.231-253). NSW: Pademelon Press.

Fink, D. (2005). Leadership for mortals: Developing and sustaining leaders for learning. Thousand Oaks, CA: Sage.

Hammerness, K., & Darling-Hammond, L., et al. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358-389). San Francisco, CA: Jossey-Bass.

Henderson-Kelly, L. & Pamphilon, B. (2000). Womens models of leadership in the childcare sector. Australian Journal of Early Childhood, 25(1), 8-12.

Le Fevre, D. M. (2004). Designing for teacher learning: Video-based curriculum design. In J. Brophy (Ed.), Advances for research on teaching: Using video in teacher education. New York: Elsevier.

Robinson, V. M. J. (2010). Fit for purpose: An educationally relevant account of distributed leadership. In A. Harris (Ed.), Distributed leadership: Different perspectives (pp. 219-240). Berlin: Springer.

Robinson, V. (2011). Student-centered leadership. San Francisco, Jossey-Bass.

Santamara, L. J., & Santamara, A. P. (2011). Applied critical leadership: Choosing change. New York, NY: Routledge.

Santamara, L. J., & Santamara, A. P. (2012). Applied critical leadership: Educational leadership. New York, NY: Routledge.

Toole, J. C., & Louis, K. S. (2002). The role of professional learning communities in international education. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 245-279). Great Britain: Kluwer Academic Publishers.
Customer is requesting that (Writergrrl101) completes this order.

Create your best model of an ideal Utopian School District plan for special education services. If you could design an optimal, ideal special education system, what would it look like? Think outside the box; assume you have the resources of the Gates Foundation! Dream of what could be and describe what an ideal system would look like in Utopia School District (USD). Stay away from describing what exists for you now; your job is to design the optimal special education system. Tell us about the best of all possible worlds for your students in special education.

Make sure you address 3 areas :
(1) What would happen before students were referred for special education services, i.e., pre-referral?

(2) Once referred, how would students be assessed/identified?

(3) How would students be taught in this ideal service delivery system?
Make sure you address the 3 areas of pre-referral; assessment/identification; and instruction.

I would like to write a response letter to my manager and HR regarding a writing warning that i received at work.
I started in a new position in another facility (hospital) about 18 months ago.I am a nurse and my job title is clinical research coordinator for the cardiac surgery service.I have a over 20 plus years of experience in this field.I am currently enrolled in a Master program for health care management.When i arrived to my job and met the staff i would be in charge of they clearly let me know that i was not welcomed in every form( verbal,gestures and actions).It is a seasoned nursing staff that i was in charge of.Not flexible and resistant to change.Unfortunately, i was brought in by my boss(Chief of Surgery) to act as an agent of "change".It is one of my duties to implement new processes for patient care and raise the skill levels of the staff.My interpersonal relationships and interactions were difficult and challenging and continue.This has impacted my career due to the fact that the staff has consistently complained and raised issues to HR about my "disruptive behavior" and interactions with them.I feel like i'm being targeted for other intents -like getting me fired.I was placed on a performance improvement plan last July.One of the things that came about from the plan was my direct supervision of the team was given to another staff member.I consented to this change in order to improve the team dynamics and have a high functional team outcome.They clearly did not want me in charge and were demonstrating it by their performance.
On the document i received it stated a few remarks made by the staff." it is not the intent or content of the message but my delivery""i sigh heavy at times,roll my eyes,move my hands and its perceived as being rude,condescending and dismissive.I don't agree with this warning and i said so at the meeting with HR.She said i can write a response letter to the warning ect.I have not signed the warning yet but, it is clear that i have to.
In all of my years working in this field i have never been placed on a performance plan or given a warning.That in itself speaks on my work ethics.I managed a bigger team and in a fast paced demanding place with success in the past.I am considered an expert in my field by professional academia standards.To the point that i am requested for seminars,presentations ect in my field.I continue to maintain my practice skills and professional development to the highest standards in nursing.
The reason for my request of a writer is to compile a letter that leaves all my angry emotions-feelings out , not sound defensive,finger pointing,negative ect.

This situation is a two way street as well.The staff is not receptive to change, new folks,practices and can also be rude,dismissive and not professional.My biggest concern with them is their practice which is unsafe at times.
I would like support and collaboration from leadership to promote safety and optimal outcomes for the patients by holding the staff accountable and responsible for their practice.
I can accept that maybe my communication skills require further training or education but i cannot accept the other allegations.Hence ,reason I'm in school again.Please feel free to contact me if your require further information.
Customer is requesting that (writergrrl101) completes this order.

Please write 3 pages that satisfy Part C plan and criteria, which is based on previous work in parts A and B shown below. This is at Masters Degree level and should be at A grade standard.

I would like you to use the following sources plus others. (some of which I will send)
Argyris, C. & Schon, D. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey Bass.

Berliner, D. (1987). Simple views of effective teaching and a simple theory of classroom instruction. In D. Berliner & B. Rosenshine (Eds.), Talks to teachers. New York: Random House.

Carini, P. F. (2001). Valuing the immeasurable. In P. F. Carini (Ed.), Starting strong: A different look at children, schools, and standards (pp. 165-181). New York: Teachers College Press.

Earl, L. M., & Katz, S. (2006). Putting data at the centre of school improvement. In L. M. Earl & S. Katz (Eds.), Leading schools in a data rich world: Harnessing data for school improvement (pp. 1-15). Thousand Oaks, CA: Corwin Press.

Fasoli, L., Scrivens, C., & Woodrow, C. (2007). Challenges for leadership in Aotearoa/New Zealand and Australian early childhood contexts. In L . Keesing-Styles & H. Hedges (Eds.), Theorising early childhood practice: Emerging dialogues (pp.231-253). NSW: Pademelon Press.

Fink, D. (2005). Leadership for mortals: Developing and sustaining leaders for learning. Thousand Oaks, CA: Sage.

Hammerness, K., & Darling-Hammond, L., et al. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 358-389). San Francisco, CA: Jossey-Bass.

Henderson-Kelly, L. & Pamphilon, B. (2000). Womens models of leadership in the childcare sector. Australian Journal of Early Childhood, 25(1), 8-12.

Le Fevre, D. M. (2004). Designing for teacher learning: Video-based curriculum design. In J. Brophy (Ed.), Advances for research on teaching: Using video in teacher education. New York: Elsevier.

Robinson, V. M. J. (2010). Fit for purpose: An educationally relevant account of distributed leadership. In A. Harris (Ed.), Distributed leadership: Different perspectives (pp. 219-240). Berlin: Springer.

Santamara, L. J., & Santamara, A. P. (2011). Applied critical leadership: Choosing change. New York, NY: Routledge.

Toole, J. C., & Louis, K. S. (2002). The role of professional learning communities in international education. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 245-279). Great Britain: Kluwer Academic Publishers.



Part C: Plan for action (3 pages)
Explain some possible leadership actions that might address the issue described in Part A and also refer to Part B below (These should be referenced and informed by relevant literature and research).
Explain how you would know whether leadership effectiveness was improved by application of these ideas (what evidence would you need?).

Part C Assessment Criteria
Provision of rich examples of practice to back up claims.
Evidence of accurate understanding concepts/ideas discussed and logical approaches to evaluating leadership effectiveness provided.

Part A
Description of professional learning context and issue
A challenge faced by many schools and particularly my school is having a system that places accountability on teachers for their effects on student outcomes. Since joining the school, it has been my responsibility to develop an appraisal system that focuses on improving student outcomes by improving the quality of teaching. After several months of researching different models of appraisal and professional development in other schools, the issue of accountability was partially addressed with the launch of an appraisal system based on the New Zealand Registered Teacher Criteria that links to professional learning needs.
Currently teachers reflect on their effectiveness, comparing attributes to a rubric that describes effective teaching. Through reflection and comparison the teacher identifies and sets professional learning goals which they work towards over the year. Although clear goals have been established, it is not clear that they have led to improved student outcomes and in many cases it is apparent that the goals were written retrospectively. I will use components of applied critical leadership from Santamaria & Santamaria (2012) to improve communication of the philosophy of professional development for staff to take ownership of the process. Applied critical leadership emphasises the need to recognise and exploit existing needs of followers to engage them. (Santamaria & Santamaria 2012: 3-4)
Identifying a challenge
The challenge is to improve the quality of education through accurate self-appraisal. Improvement in teaching must be an integral part of the professional development process and an important aspect of the schools philosophy. Teachers have shown varying ideas about teaching as inquiry so implementing a cohesive system of teaching as inquiry requires careful and effective leadership to ensure on-going teacher improvement. When energies are directed towards multiple, sometimes conflicting initiatives that are not part of an overall plan they are unlikely to be successful (Le Fevre 2010: 75).
To manage the process of setting appropriate teacher goals, the self-evaluation stage must have better structure and closer monitoring. Teachers must be made aware of expectations and the schools goals. While the high trust model is a non-threatening way of identifying less effective attributes it is also ineffective for monitoring development goals. Being personally involved with the identification and monitoring stages and engaging in dialogue with teachers will allow them to have input about their progress and the process. Continuing in a transformational model of leadership should lead to a collective change process and a sense of ownership for the teacher.
The goal to improve the quality of teaching and raise student attainment must be given priority. While teaching must be of a high standard and can be developed, factors influencing student outcomes outside of the learning environment is difficult to assess (Fenstermacher & Richardson 2008: 187) so a link between them should be established.
The significance of issue in relation to relevant research and literature
All school change must be built in a collective fashion (Le Fevre 2010: 72). The changes made in the school have been directed by the leadership. Although the appraisal system requires evaluation and analysis for effectiveness, the importance of linking teaching as inquiry to professional development must be highlighted for teachers to accept and understand. In identifying goals, school leaders must engage in professional learning discussions, obtain feedback, involve teachers and use research.

Part B
To maintain an environment that is conducive to professional dialogue and thus allow for a smoother running of the school, an atmosphere of relational trust should be encouraged. This will help with the process of improving teaching in line with the school wide goals and strategic plan. Mutual respect of teachers and leaders should exist with both parties being open to learning from the experience of others. To be reassured that teachers are working towards the goals they must trust that the goals are realistic and achievable. However, in the context of working towards goals for professional development there is an absence of this trust; Teachers perceive the school goals is to be unrealistic and and unachievable while the leadership feel that teachers are not contributing or cooperating with improvement.

Organisational improvement is needed in the area of building relational trust as it is evident that the teachers and leaders are working against each other. Bryk & Schneider (2002) asked

"What factors make the difference between schools that got better at educating children as measured against improved test scores and schools that did not? The answer was relational tust betwen teachers and leaders, teachers and parents, teachers and teachers. Schools with relational trust and/or leaders who cared about it had a much better chance of serving students well than schools with less relational trust" (Cited by Barkley 2008).

Schools without relational trust have many cliques that usually work toward satisfying their personal interests rather than the interests of students.

To encourage accountability, teachers are required to compare the current teaching effectiveness against a rubric which describes attributes of teaching. The teachers are then asked to identify their own professional learning goals, which they work toward for improvement. As results have not shown marked improvements in student outcomes a question must remain over the suitability of the teachers learning goals. The leadership is lacking trust of whether learning goals have been adequately selected. Teachers doubt the leadership's direction with the effectiveness of the program to improve student outcomes. Engaging mentors in the dialogue for professional learning goals and expectations to help teachers set more realistic targets leading to improvement in classrooms is a transformational approach to leadership. "Applied transformational leadership encompasses the act of empowering individuals to fulfil their contractual obligations, meet the needs of the organisation and go beyond the "call of duty" for the betterment of the organisation" (Santamaria & Santamaria, 2012:3). Unless organisation responds to the personal needs of teachers and students, the benefits of the transformational approach will not be realised.

In order to engage staff in the process of realising the leadership's direction, relational trust needs to be built. Louise Anaru sees face-to-face interactions as an important aspect. She did this by meeting with all staff one-to-one asking what they saw as successes, values, aspirations, improvements and career development (Building relational trust, 2013, Educational Leaders). The career development (professional development) aspect is an area which requires improvement as change is impacting the teachers without real 'buy-in. Transformational leadership should include building relational trust in order to understand and respond to the needs of teachers and thus include them in the change process.

Part of the problem with the appraisal process is the way it was implemented, rather imposed on teachers. Leadership developed the process to enhance student outcomes and teacher accountability. Teachers were guided towards self-reflection to highlight areas for professional development that would lead to improved outcomes for students. As the process was loosely controlled and also required an increased workload, teachers were able to disguise their present development needs with paperwork used for past development.

In modifying the appraisal process, four core elements of building relational trust should be considered. Respect: Acknowledging dignity and ideas, interacting courteously and listening and talking as indicated by Bryk & Schneider 2002 (as cited in Barkley, 2008). In context the process is in procedural form with very little interaction and dialogue. The second element is competence: believing in each other's ability and willingness to fulfil responsibilities effectively. (Bryk & Schneider 2002) In context there is a lack of confidence among teachers that the process is of benefit them or the students. Furthermore "Incompetence left unaddressed can corrode school wide trust" (Bryk & Schneider 2002). A lack of improved teaching and student outcomes gives weight to those who argue against the leadership's plans and reducing the level of confidence and trust in the measures introduced. The process of identifying areas for improvement suggests that teachers are not competent in some aspects of their teaching. Naturally, teachers are cautious when identifying incompetence and admitting to it indirectly through requests for professional development to the leadership. While leadership want to see teachers develop, teachers are reluctant to show they are incompetent but that they have made improvements. The third element of relational trust is personal regard: Taking an interest personally and professionally and outside formal roles and responsibilities. Going the extra mile if necessary (Bryk & Schneider 2002). In context personal regard for teachers by the leadership is not evident; teachers have been given the task of identifying improvement goals by the leadership without regard for their feelings to the process and without providing any form of professional support. Leaders have not gone the extra mile to ensure that teachers are comfortable with the appraisal process. Teachers have responded by making 'half hearted' attempts of completing the appraisal process, they have not set appropriate or meaningful goals. A hands-on transformational leadership approach to support, model and communicate the process is necessary. The final element of relational trust is integrity: Can we trust each other to put the interests of children first, especially when tough decisions have to be made? Do we keep our word? (Bryk & Schneider, 2002). Although the intention of the appraisal system is to improve student outcomes by improving teaching, the focus is distracted by accountability leading to friction between the leadership and teachers. Redirecting the focus back to school outcomes as opposed to accountability, while maintaining that an honest reflection is beneficial for teachers as well as students is necessary to reaffirm integrity. Reassuring teachers that they need not feel threatened by showing weaknesses because it is a part of the teachers inquiry into improvement requires trust but ultimately on the integrity of the leadership. An open dialogue based on evidence from research is needed to help break down barriers.








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