Essay human informed learning nature vision
Therefore, in the process of establishing the school climate, high expectations and respect are important.
However, there is evidence that school heads play a major role in shaping teacher attitudes toward student learning and that school and that school head involvement influences student opportunity to learn Hallinger et al. Apart from that, an effective school leader promotes shared leadership in numerous ways. For example, encouraging teachers to serve as staff development trainers, conducting team review of instructional data, and facilitating group decision making regarding students who are not meeting which academic success are all effective way to promote shares leadership Richard, Creating professional learning communities are another responsibility of instructional leaders.
School leaders frequently promote the opportunities for learning and they talk with staff regarding student learning, making changes as need, to promote student achievement. There are some other research findings as follows:. A review of the literature over the past century reveals that promoting a positive school climate is a critical responsibility of the instructional leader.
Positive school climate can influence the outcome of teaching and learning. Human resources administration is considered as the important role of a school head. Interviewing and teacher selection are major responsibilities of the school head. Teacher Quality Index TQI is a teacher hiring protocol that was developed by Stronge and Hindman which focuses on the following key characteristics:.
Standardized questions that reflect solid content validation for the practices of effective teachers Strong, , Research-based quality indicators as a focus the interviewer on what the teacher interviewee could be expected to say in response to a given question Strong, , In addition, an instructional leader provides professional development opportunities. In the process of providing professional development, effective school heads use collaborative leadership.
Marzano et. Thus, selecting, supporting, developing, and keeping the right teachers in school are vital means for success in education.
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Effective school heads are good at communicating with teachers and students in order to building strong relationships because they value their feedback and ideas they receive. Effective communication can connect a school head to teachers and students that is crucial to meet school goals Rechard, School heads need to develop the means for teachers to communicate with each other, be accessible to teachers, and keep the lines of communication open to all staff.
Mazano et al suggests that good communication is crucial to meeting school goals, and it is the foundation to build positive relationships with parents, families as well as larger community. Unfortunately, Richard found that the importance of effective communication can be taken for granted or even neglected. The world outside schools is changing rapidly; consequently, it takes positive, effective, and ongoing communication to meet challenges associated with preparing students to enter this changing world Richard, It is believed that the core business of school is learning and teaching, and the mission from beginning to end is about students.
So it is imperative that the school bead makes a difference in quality of teaching and learning in school and, ultimately, in the quality of life of students Richard, According to Reed et. However school heads in higher performing schools seemed to focus on educating the whole child rather than simply concentrating on raising test scores. Then, Lashway a described important behaviors for developing effective instructional leaders to include making students and adult learning a priority, setting high expectations, and aligning instruction to standards.
School heads must know academic content and pedagogical techniques. They must work with teachers to strengthen skills. They must collect, analyze, and use data in ways that fuel excellence. They must rally students, teachers, parents, local health and social service agencies, youth development groups, local business, and other community residents and partners around the common goal of raising student performance. The following lists some related findings:. School heads in high-performing school place less pressure on their teachers to perform well on standardized tests, even though high-stakes testing is still a concern.
Modifications to the curriculum and teaching practices are more likely to occur in low-performing schools Reed et al. High-performing schools focus on using varying types of data such as standardized scores as well as progress monitoring in order to guide school programs and instruction Snipes et al.
In conclusion, effective school heads have certain qualities that influence the teaching and learning in classroom. Instructional leaders are good at improving teaching and learning in terms of the school mission and goals. Hence, a good school head mastering the instructional leadership strategies is important in leading a school to be a high-performing one. Although the research on what makes schools effective has had a direct impact on national reform movements, it has limitations. First, there is disagreement over the definition of an effective school.
Researchers use varying descriptions, ranging from "schools with high academic achievement" to schools that foster "personal growth, creativity, and positive self-concept. Another problem is that much of the research has been conducted in elementary schools. Although some researchers suggest applicability to secondary and even higher education, caution must he used in carrying the effective-schools findings to higher levels of education. The generalizability of the re-search is also limited, since several of the studies were conducted in inner-city schools and tied closely to the achievement of lower-order skills in math and science.
If one wanted to develop a school that nurtures creativity rather than basic skills, another set of characteristics might be more appropriate. New effective-schools findings offer us insights beyond these original five factors of effective schooling:. Early start.
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The concept that there is a particular age for children to begin school needs to be rethought. The earlier schools start working with children, the better children do. High-quality programs during the first three years of life include parent training, special screening services, and appropriate learning opportunities for children. While such programs are rare, those that are in operation have significantly raised IQ points and have enhanced language skills. Focus on reading and math. Children not reading at grade level by the end of the first grade face a one-in-eight chance of ever catching up.
In math, students who do not master basic concepts find themselves playing catch-up throughout their school years. Effective schools identify and correct such deficiencies early, before student performance deteriorates. Smaller schools. Students in small schools learn more, are more likely to pass their courses, are less prone to resort to violence, and are more likely to attend college than those attending large schools. Disadvantaged students in small schools outperform their peers in larger schools, as achievement differences for the rich and poor are less extreme.
Many large schools have responded to these findings by reorganizing themselves into smaller units, into schools within schools. Research suggests that small schools are more effective at every educational level, but they may be most important for older students.
essay human informed learning nature vision
Smaller classes. Although the research on class size is less powerful than the research on school size, studies indicate that smaller classes are associated with increased student learning, especially in the earlier grades. Children in classes of fifteen outperform students in classes of twenty-five, even when the larger classes have a teacher's aide present. Increased learning time While not an amazing insight, research tells us what we already suspect: more study results in more learning.
Longer school days, longer school years, more efficient use of school time, and more graded homework are all proven methods of enhancing academic learning time and student performance. Investing time is useful, but assessing how effectively the time is spent is also important.
Testing student performance has been tied to greater achievement, and some districts have gone so far as to pay teachers incentives for improvements in student test scores. Teacher training. Researcher Linda Darling-Hammond reports that the best way to improve school effectiveness is by investing in teacher training. Stronger teacher skills and qualifications lead to greater student learning.
Conversely, students pay an academic price when they are taught by unqualified and uncertified teachers. Trusting relationships among parents, students, principals and teachers is a necessary ingredient to govern, improve, and reform schools.
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As trust levels increase, so does academic performance. And what about technology? School districts that are hesitant to spend funds on teacher training, class size reductions, or early childhood education programs nevertheless are quick to invest significant sums in computers and upgraded technology. Research says very little about the impact of technology on school effectiveness and student performance.
Studies are few, sometimes contradictory, and long-term results are still unknown. It is a sad commentary that the glamour of cyberspace is more persuasive than decades of research. School principal, as leaders, have always had to deal both with their own demands and those of others inside and outside the school building. He is also the single administrative officer that is responsible for the work performance of one or more other people Lunenburg, Virtually all effectiveness studies in one way or another, have acknowledged that the school principals as key factor in ensuring school effectiveness, productivity Bookbinder, and heading in the right direction.
Thus, his leadership is an important variable that determine the success or failure of education which includes the academics of student Hussein Mahmood, Bobbins and Alvy suggested that school principal should model lifelong learning. The school principal himself can gain on the job learning experiences from numerous ways such as workshop class visitation, reflective journal writing, books, educational, journals, conferences and discussions, and visitations to other school principals such ongoing learning is vital for a school principal to gain expertise in leading and managing the school effectively and efficiently.
They seem to understand people, know how to motivate them and how to deal effectively with their problems. As human engineer, school principals provide needed support, encouragement, and growth opportunities for teachers and others. School principals should always support professional growth for their subordinates to cultivate their hidden talents or unseen potentials that will in turn contribute to the school. The recent revamp of the education system to meet the objectives and the development of the secondary education plus the needs of globalization, the k-economy and k-worker, it is the responsibility of the principal to facilitate the change in the school level.
Facilitative school principals help to create the necessary conditions for change Chanley, Therefore, trust between the school principal and his teachers in an essential ingredient in a school change process.
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School principals should realize that individual differences and similarities within the people in the organization will affect the organization performance. If the individual differences are being used to the fullest and complement each other, it will result in synergistic outcomes. Thus synergistic school principals gather strengths of others in problem solving and decision making.
The aspects that will be discussing include research design, data collection and analysis of statistics data. This study was descriptive research of the interview of the interview analysis to identify leadership in school effectiveness condition. There are eight principles five from the government schools and three from the private secondary school interviewed by the researchers. To achieve the objective of the study, the survey was conducted using a qualitative approach to obtain the necessary information. It is a multi study by gathering of data to answer the research questions.
The objective of quantitative research is to develop and employ mathematical methods, theories, and hypotheses pertaining to phenomena. The process of measurement is central to quantitative research because it provides the fundamental connection between empirical observation and mathematical expression of mathematical relationships.
Qualitative is the most appropriate approach for a field of inquiry about which is previously known; and it provides a detailed understanding of the phenomenon under study Creswell, The research allows in-depth inquiry into the principals in the high school perspectives on the how the lead or manage the school in order to achieve the vision and mission of the schools. This situation can be concluding it is most appropriate to use qualitative research design.
Usually in qualitative research it is used widely in psychology, sociology, anthropology, political science.
Quantitative methods produce information only in particular cases studied, and any more general conclusions are only hypotheses.