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How to effect technology for education
How to effect technology for education
How to effect technology for education
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Reflecting on my topic of collaboration: networking and mentoring, I can see many ways in which it could enhance my teaching/administrating in a variety of ways. Researching this topic and connecting it to the course readings has validated the importance of collaboration of teachers and stakeholders in the education community. This collaboration can take many forms and can be done in a variety of settings, but the importance of such an action has a measurable effect on students. As an administrator, I can work to provide my teachers meaningful time to collaborate. Setting aside a prescribed time weekly or bi-weekly to formally meet as a relevant team will allow for teachers to exchange meaningful ideas to improve the curriculum and the instruction. During this time, I can facilitate those things that I am seeing in my walkthroughs and observations as teachers do not always have the availability to observe other teachers regularly. This …show more content…
As an educational leader, I can continue to work on my formal network of peers, those people I can go to with problems or when I am seeking advice. Keeping those channels open and relationships strong will allow me to make better, informed decisions that can directly benefit my students. I can also work to grow my informal network through various channels. Participating in online conferences and chats to continue to grow my knowledge base and glean insights into other practices will allow me to continue to grow as an educational leader. Lastly, working to enhance my experience as a mentee in my administration cohort will allow me to continue to grow as an administrator under an established administrator. This is someone who I can and should utilize more to drawn on experiences and seek out advice when making tough
...aken ownership of. Many groups now choose to meet informally during their lunch periods. Per-session is also provided for the Inquiry teams to have additional time to meet. Her advice to me was to remember to always ask the teachers what they want to work on improving, if they are in an working environment where they feel they can express their creativity and concerns they will collaboratively be driven to refine their instruction.
Establish workable relations with teachers either one-on-one, small group, or large group instruction or discussions.
I see leadership as a daunting challenge in a school. There are so many factors to consider and how each decision affects so many different aspects of the school environment. I know I need practice in presenting my vision and mission to a staff and being an effective leader to get a community to follow my lead.
Her students depend on her ability to work efficiently in a team. Katie spends part of her day in a co-teaching partnership. Throughout the day Katie works directly with one of the campus’s reading resource teachers to develop effective instruction for her students with exceptionalities. In order to develop the most appropriate curriculum for the students at SFA, the reading department (including the reading resource teacher) meets daily to assess and modify curriculum. This is Katie’s first year in a co-teaching partnership and she spoke about the importance of self-reflection when developing effective working partnerships. Fortunately for Katie, she and her partner are both new to the realm of co-teaching. Katie stated that both of them being first year co-teachers made working together significantly easier. Katie said the best exercise she and her partner did to establish a strong relationship was to begin by getting to know each other. Finding commonalities has allowed them to be better partners, and therefor better instructors. On several occasions I have witnessed Katie use her planning period to help other faculty members. While it was never directly stated during our interview, part of the reason her partnerships are so successful is because she had an immense amount of respect for her
In the 21st century, more educators are working collaboratively with other teachers to enhance their learning and promote their professional growth. Some schools provide professional development workshops so teachers can learn new teaching strategies to become better educators while others schools lack these professional workshops. There are still few individuals that do not believe that working collaboratively makes a difference in student learning and as educators, we must respect their opinions (Knight, 2008). As educators, we must make sure to establish a partnership with other teachers to promote learning and make a difference in student learning. According to knight (2008), working collaborative with other teachers is very critical for
Partnerships and teamwork should be built on mutual respect and trust and a shared understanding of how to meet children's needs. Collaboration is vital within the school environment as it can create a community of individuals all working towards a combined
The teachers leading the program need to have direction so the program can be successful, this must all be laid out before the first initial meeting with the teaching staff. After the propose of peer coaching is decided upon, the next step is to prepare the teachers for the implantation of this process. This step include having the staff develop an understanding of the purpose and produces of the peer coaching program, and laying out the format to be used during the peer coaching process (Glickman, 2014). Peer coaching is an interactive process between two or more teaching professions that share successful practices through collaboration and reflective practices, act as problem solving teams, reduce isolation among teaching staff, address instructional problems as teams, support and assist new teachers and build norms that enable staff to give and receive ideas and assistance (Robbins,
It is my belief that anyone with a desire to change the world would be fortunate to work in education. By sharing my vision with others, and building upon my skills while seeking constant growth, I strive to take an approach to leadership that fosters an effective, nurturing educational environment for the entire school community. By creating this type of environment, as well as through embracing and enhancing my leadership strengths, it is my goal to contribute to society by inspiring people to become better not only as teachers and students, but as compassionate human beings.
Education develops future endeavors; leading teacher to commit to lay foundational skills that build upon each year for students. Through the elementary, secondary and high level each person has the opportunity to develop wondrous relationship of learning. Through leadership
As an administrative leader, I will seek to encourage, appreciate, and understand my colleagues, faculty, staff, and students. I will set high standards, be the first to adhere to them, and find the tools and knowledge to improve as well as help others to do the same. Through constant assistance, appreciation, and collaboration, I will help our school will be the best place it can be for learning, growing, and giving.
There are many great aspects of becoming a leader. Satisfactions of leaders include a chance to help others, opportunities for advancement, and high income. At my work, leaders often advance into director roles. From there, they can work in different functions at a high level. Leadership roles are often filled from within and allow for people to advance their careers.
Moreover, provide programs and interventions for students that are struggling in their classes so they can raise their self-esteem. In one of the videos assigned, it is emphasized that change can happen if teachers work together, share ideas, share strategies and reflect on practices (Laureate Education, 2008). In order for positive change to occur, schools need to implement collaboration not only within the school, but with other districts as well. For instance, in our school, we have weekly meetings where we get together and share our lesson plans, create assessments, and share our successes. During these weekly meetings, we also discuss concerns that we encounter with students and create interventions to help them succeed in school. We all communicate with each other, provide positive feedback, and offer suggestions on specific issues affecting the learning of the students. At the end of the meeting, we usually have the opportunity to reflect and share what we learned during the meeting as well as what changes we might implement in our future
Once the positive relationships are formed, coaches may now begin building the collaboration between coach/teachers, and even between other staff members. All teachers possess the same motivation in their profession: helping all students to reach their potential. By working together with this common goal, the sky is the limit. There will be many occasions where a co-teaching or cross-curricular concept will be very effective to enhance students’ learning. It is also important for coaches (and teachers) to have productive relationships with parents and families.
Time has a huge impact on how effective co-teaching can be. Some issues regarding time include: “the amount of time to plan, the time spent developing a school-wide support structure for co-teaching, the time spent to prepare the students, and the time teachers are given to develop a personal as well as professional relationship can greatly impact the co-teaching process” (Dieker). Even though these structures impact co-teaching in a huge way, does not mean that co-teaching has to take more time. The time must be dedicated to create a school and classroom that supports teaching teams as well as including student to make co-teaching effective.
My parents arrived in the United States hoping for a better future not for themselves, but for the baby they carried in their arms. We would often move from relatives ' houses since my parents couldn’t afford renting an apartment themselves. We were fortunate enough to have caring relatives who didn 't mind us living with them since they knew the hardships we were going through. I grew up in a household where only Spanish was spoken given that both my parents didn’t speak any English at all. When I was in kindergarten, my teacher was afraid that I would be behind the rest of my classmates, given that I only spoke Spanish fluently. I was fortunate to receive free tutoring from my kindergarten teacher. We would often read books together until