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Challenges of leadership in school
Challenges of school leadership
Challenges of school leadership
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The evaluation process should be progressive to incorporate overall planning, implement changes, which contribute to success. In order to focus on school climate and norms, the evaluation design must include the students, instructions, and outcomes to improve communication and building-level concerns to be address in this response.
School Climate and Social Norms
The school principal, other staff leaders, and personnel set the tone and the climate of the organization. Dr. Hunter indicated the learning environment should be positive, inviting, friendly, clean, and safe. Visitors should feel welcomed as they enter the school building. Dr. Hunter noted positive learning environment celebrates the diversity of the school population. The positive learning environment reflects the culture, belief, and values of the community, which is woven into the fabric of the school curriculum (Nolan, 2008). Dr. Hunter was certain the school represented a learning environment, which accepts and respects the attributes of all races, cultures, ethnicity, socioeconomic, genders, and students with disabilities.
Dr. Hunter (personal communication, November 4, 2011), as principal and the administrative staff stated it is essential to the success of this organization and community to develop communication. It is important for the administrative staff demonstrate a spirit of togetherness through the school climate practices and activities as well as model acceptance. Dr. Hunter felt it was important to ensure and encourage knowledge, collaboration, recognition, and value of individual.
All students, including students with disabilities, are encouraged to participate in school programs and activities. For example, students participate in the ce...
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...t learning and skills. The process of evaluation is continuous to communicate effective ways to address curriculum goals, and be on track to target relevant building-level concerns.
Works Cited
Goodfellow, T., & Graham, S. (2007). The blog as a high-impact institutional communication
tool. The Electronic Library, 25(4), 395-400. doi:10.1108/02640470710779808
Interview. Mr. Hunter of Georgiaville Middle School, November, 2011.
Nolan, J. F. (2008). Teacher supervision and evaluation: Theory into practice 2nd ed. Hoboken,
NJ: John Wiley & Son, Inc.
Oliva, P. (2009). Developing the curriculum for educational management corporation. Garland,
TX: Addison Wesley.
Wang, S., & Hsua, H. (2008). Reflections on using blogs to expand in-class discussion.
TechTrends, 52(3), 81-85. Retrieved from http://search.proquest.com/docview/223124027?accountid=34899
With a wealth of literature touting the benefits of CTE and some progressive schools and school districts already with successful programs with proven track records, it is not the knowledge that the rest of us lack but the will and the attitude. This paper seeks to make the case for the rapid expansion and implementation of CTE programs for students with disabilities in schools and school districts across Western Florida. As well, by exploring existing programs and courses of study, this research will outline best practices,...
Royse, David, Thyer, Bruce A., and Padgett, Deborah K.. "Chapter 6." Program Evaluation: An …..Introduction. 5th ed. Belmont, CA: Thomson, (2006): 141-150
The school system should educate the students about disability acceptance in the community by involving people with special needs on the school activities. III. Satisfaction A. Do buddy clubs. This will help start friendships and connections. Know disable people better.
Carol Gerber Allred (Allred, 2008) describes strategies for improving classroom climate related to learning for the students, while enforcing a set of classroom expectations, informing students of their positive actions, infusing intrinsic motivation, encouraging positive behavior, connecting with students’ families and community, and being positive yourself (Allred, 2008). These strategies align with the attributes described in indicator 1a to foster respect for diversity, establish rapport, promote risk-taking and establish high
Students with disabilities are not the only students who can benefit from creative tasks, projects, and assessments. A positive and caring approach to dealing with all student regardless of culture, disability or any other thing that make then different from the norm is key to the success of all concerned.
Students with disabilities who are in self-contained classrooms struggle with many issues pertaining to independence. In their classrooms they become more dependent on their teachers and classroom peers (Jones & Hensley, 2012). This is the opposite of what is needed for these students (Jones & Hensley, 2012). Learning is a full circle process, which encompasses more than academics. In order for students with disabilities to obtain a complete education, inclusion in social dynamics should be an integral part of their learning environment (Arnon, Shamai, & Ilatov, 2008).
Students with disabilities have several delivery models that are made available to them. These students that have been identified as having a disability are to be given an equal opportunity to be the recipients of a fair and public education just as their non-disabled classmates. It is a legal requirement that the students are placed in an LRE (Least Restrictive Environment). The needs of the students and the resources available to them play an important factor in the placement of those individuals who has been identified as disabled. The following information was derived through classroom
Students with disabilities can have a smooth transition from school to post school activities. The transitional services and regulations provided by the government guarantee that students will be provided with the education, social skills and community support needed for the transition to be flawless and successful. There are many parts involved in the education, implementation and transition of students with disabilities. The parents, teachers, resource teachers, outside agencies and community partners all are involved to help transition the student into the post school world.
What do we do with children with disabilities in the public school? Do we include them in the general education class with the “regular” learning population or do we separate them to learn in a special environment more suited to their needs? The problem is many people have argued what is most effective, full inclusion where students with all ranges of disabilities are included in regular education classes for the entire day, or partial inclusion where children spend part of their day in a regular education setting and the rest of the day in a special education or resource class for the opportunity to work in a smaller group setting on specific needs. The need for care for children with identified disabilities both physical and learning continues to grow and the controversy continues.
The staff is committed to their school and they are trying to improve it as possible.
The majority of students with disabilities should be in an inclusive setting. These students are generally placed based on the Least Restrictive Environment (LRE). Furthermore, the majority of these students are able to keep up academically with their peers, even
Much of what is taken for granted in schools today are the things that will form the foundation for lifelong achievements of students. The imperatives are not only for schools to achieve top GSAT scores or have a group of students transitioning to traditional high schools, but to ensure that all the students that pass through the system are mold, shaped and equipped with the appropriate skills that will prepare them for life. Such skills include the ability to think critically, communicate well and work effectively in a team. If students are taught how to live and work together, they will be able to function harmoniously in a group, (Baker, 2006). A sustainable positive school climate fosters holistic development which is necessary for a productive contributory and sustainable life in a democratic society, (National School climate council, 2013.)
To begin with, full inclusion in the education system for people with disabilities should be the first of many steps that are needed to correct the social injustices that people with disabilities currently face. Students with disabilities are far too frequently isolated and separated in the education system (Johnson). They are often provided a diluted, inferior education and denied meaningful opportunities to learn. There are many education rights for children with disabilities to p...
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.