Board Policy Review: History of Technology Instruction/Viability and Validity
The Board of School Directors set District policies upon recommendation from the Superintendent. Many policies have a set of procedures, which are approved by the Superintendent. Each policy and procedure is thoroughly reviewed by the appropriate staff before making any recommendations to the Superintendent or School Board.
BOARD POLICY
CURRICULUM DEVELOPMENT AND ADOPTION
The Board recognizes its responsibility for the monitoring and improvement of the educational program. In keeping with the Board's recognition of the need for ongoing curriculum review and improvement, the Superintendent shall develop and administer guidelines and procedures for a curriculum development and improvement process which:
• is consistent with District goals;
• will establish a regular cycle for review, revision, development, adoption and implementation in all curricular areas;
• is based on student needs and evaluated by student performance;
• will ensure the participation of administrators, teachers, patrons and students, when appropriate, in the process;
• is consistent with state requirements and reflects community expectations, societal trends and workplace realities;
• provides for student performance data to be systematically collected, reported and used as a basis for future program improvements.
At the beginning of each school year, the Superintendent shall advise the Board of any program changes that are planned for the year.
The Board will review and adopt curriculum that is aligned with the California State Board of Education Requirements and identifies program outcomes, and student performance standards in each curricular area. Board-adopted curriculum shall be incorporated in classroom instruction in each school in the district. The instructional approaches for achieving the prescribed learning can be developed and modified within each school, consistent with adopted curriculum and the individual school improvement plan.
Additions, deletions, or changes in course goals or sequence requires approval by the Curriculum Director and Superintendent, who shall inform the Board.
Legal References: RCW 28A.150.230– School Directors accountable for proper
operation of District
RCW 28A.330.100 (5) – Additional powers of Board
Adopted: June 26, 2003
I have interviewed Valorie Gorny, vice-president of our school board, on the development and adoption of technology curriculum and standards.
S.Bock – Mrs. Gorny can you give me some background on technology curriculum and adoption, and its
The Board is committed to meeting these goals through expansion into a new facility, fostering play based school readiness efforts, opening access and stabilizing program funding, and investments in staff education, training and expertise. The Board plans to meet these goals through:
It is important to note that the superintendent cannot do this planning process in isolation. The input and buy-in of building administrators, other district office leaders, teachers, parents, and community leaders remains essential. Therefore, a description of the leadership and preparation steps necessary to build an effective plan is provided, and not the actual plan itself.
Leaders in the school have hard decisions to help make on a daily basis. They need to evaluate their decisions to make sure they are ethical and effective. Administrators need to listen to all sides of a situation and evaluate all options before they make a decision. This process is difficult because administrators need to make sure that all parties involved are satisfied with the decision that was formed.
DEVELOPMENT & IMPLEMENTATION OF A SHARED VISION: Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students, (1C) Implementing the Vision connection to my action plan. I collaborate with key stakeholders with the intention of fostering a shared vision, one that is proactive in nature. Proactive interventions, such as the development of a BIP will aid in a shared vision of learning and growth for all students regardless of ability levels. INSTRUCTIONAL LEADERSHIP: Education leaders shape a collaborative culture of teaching and learning informed by professional standards and focused on student and professional growth (2C) Supporting Teachers to Improve Practice (2D) Feedback on Instruction, directly relates to my action plan as I will engage in open collaborative conversations with teachers, administrators, and essential staff members. I will conduct informal classroom observations with the intension of providing feedback, constructing classroom materials, dispersing information. EXTERNAL CONTEXT AND POLICY Education leaders influence political, social, economic, legal and cultural contexts affecting education to improve education policies and practices (6A) Understanding and Communicating Policy correlates with my action plan. I will inform all essential members of the current legal mandates established by federal law, as safeguarding student
...t is to take place. There must be an expectation that change is complex and will require everyone to work in a collaborative manner. Teacher must believe this change will improve student learning. Teachers must feel supported through training, materials and leadership support. Change is not linear and there will be many ups and downs, but if everyone is on board the change will happen.
...bal markets and the desire to maintain leadership in the world of science and technology.” The following recommendations would be made to the school board in order to improve the school’s performance. Schools do not meet annual yearly progress staff should be reorganized. .There should be a diversity of teacher considering the cultural diversity. Invest in more technology in schools and after school and Saturday school programs It is when school boards, administrators and teacher work together to make education attainable for all students regardless of culture race or disability,
Management will support and monitor planning sessions to ensure that the planning of the curriculum is designed to offer challenge breath and balance.
Communication and education is going to be key to the success of this endeavor. This is a change, if we are not clear about the new process to the students and schools, we run the risk of creating confusion. We do not want to create frustration.
...enting new curriculum at practically any level may be face with a certain degree of resistance. If the new curriculum survives the multiple layers of committee meetings and review it would however even after it is passed be faced with scrutiny. There are measures one may take to ensure a smooth transition and to fend off such resistance. These are:
Before such things can be implemented, there is some specific ground work and strategies that must be done within the schools before situations or dealt with and handled. In this groundwork, principals are vital in the success of the program they implement in their schools (Ballard, Argus & Remley, 1999). They are the conductors of each category needed in a successful program. Principals must hold students and staff accountable for their roles in changing the climate of the school and they must allow for the time and manpower implementing a new program will take. Gil (2002, p. 73) explains that first a solid code of conduct must be in place and operating smoothly. These clearly stated rules are to be communicated to all students and staff what the expectation is for behavior and they must be “enforced without
...ased on the job or actions of a person, and not because their title (Waite, 1995). It will be imperative that the leader could take in consideration how to facilitate any changes and the action to research. These two will help in identify best practices and goal setting for the school improvement.
The CIP plan is separated into specific sections, and the AIT team reviews and the CIP plan to determine PD topics. The purpose of this Continuous Improvement Plan (CIP) is to communicate the goals, strategies, and actions a school is taking to improve academic achievement and school climate. The plan is written to inform a variety of stakeholder audiences including, district and school leadership, family and community members, state and federal education agencies. The intention of the school’s CIP is to show progress on the level of teaching and learning of the students in the school. The school’s CIP provides an outline for examining instructional concerns in the school that has not made adequate progress in student’s achievement. Consequently, the school’s continuous improvement plan emphasizes the achievement in the core academic subjects and the strategies used to teach them, followed by professional developments to ensure that students are accomplishing
Educational institutions today are increasing their emphasis on high standards as a crucial factor in improving the quality of education imparted to their students. They are, therefore, looking at new and better ways to develop such a curriculum that meets all the pre-decided standards. This calls for a change in the way schools are run and the methods of teaching in order to design, implement and evaluate curriculum effectively.
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
Next I will be talking about another type of performance assessment; Projects. Projects are activities completed over an extended period of time that result in a student product of some kind. Examples include a model, function object like a map or diorama, reports, or a collection of artifacts.