M. Ed. Education Administration 08

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Home > EDA 560 - ISLLC 1,2,5,6

EDA 560 - ISLLC 1,2,5,6

Curriculum Development for School Improvement
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Module 3

Curriculum Philosophy
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This assignment asked me to present my personal educational philosophy and determine if this philosophy would affect current curricular planning in my district. In addition I compared my philosophy to the current missionstatement of Hondo ISD and Meyer Elementary School.

The paper addresses Arizona Professional Administrative Standard 1 with Performance Indicators 1 and 3. These were demonstrated by the discussion on educational philosophy and how it relates the development of an organization’s mission and supporting and fulfilling that mission. Additionally, the requirement to support curricular programs that help students develop as caring and informed citizens as required by Arizona Professional Administrative Standard 5 and Performance Indicator 11 were met.

This paper also reflects ISLLC Standards 1 and 2. ISLLC Standard 1 relates to a leader developing and effectively communicating a school vision of high standards to all members of the learning community. ISLLC Standard 2 is demonstrated through demonstrating knowledge of applied motivational and educational theories.


 
USA- ISLLC - Standards for School Leaders (With Competencies)
Standard: Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
Area: KnowledgeThe administrator has knowledge and understanding of:
Competency: learning goals in a pluralistic society
Competency: the principles of developing and implementing strategic plans
Competency: effective consensus-building and negotiation skills
Area: DispositionsThe administrator believes in, values, and is committed to:
Competency: the educability of all
Competency: a school vision of high standards of learning
Competency: continuous school improvement
Competency: the inclusion of all members of the school community
Competency: ensuring that students have the knowledge, skills, and values needed to become successful adults
Competency: a willingness to continuously examine one’s own assumptions, beliefs, and practices
Competency: doing the work required for high levels of personal and organization performance
Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:
Competency: the vision and mission of the school are effectively communicated to staff, parents, students, and community members
Competency: the core beliefs of the school vision are modeled for all stakeholders
Competency: the vision is developed with and among stakeholders
Competency: the contributions of school community members to the realization of the vision are recognized and celebrated
Competency: progress toward the vision and mission is communicated to all stakeholders
Competency: the school community is involved in school improvement efforts
Competency: the vision shapes the educational programs, plans, and actions
Competency: an implementation plan is developed in which objectives and strategies to achieve the vision and goals are clearly articulated
Competency: barriers to achieving the vision are identified, clarified, and addressed
Competency: needed resources are sought and obtained to support the implementation of the school mission and goals
Competency: existing resources are used in support of the school vision and goals
Competency: the vision, mission, and implementation plans are regularly monitored, evaluated, and revised
Standard: Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Area: KnowledgeThe administrator has knowledge and understanding of:
Competency: student growth and development
Competency: applied learning theories
Competency: applied motivational theories
Competency: curriculum design, implementation, evaluation, and refinement
Competency: principles of effective instruction
Competency: diversity and its meaning for educational programs
Competency: adult learning and professional development models
Competency: the change process for systems, organizations, and individuals
Competency: the role of technology in promoting student learning and professional growth
Competency: school cultures
Area: Dispositions The administrator believes in, values, and is committed to:
Competency: student learning as the fundamental purpose of schooling
Competency: the proposition that all students can learn
Competency: the variety of ways in which students can learn
Competency: life long learning for self and others
Competency: professional development as an integral part of school improvement
Competency: the benefits that diversity brings to the school community
Competency: a safe and supportive learning environment
Competency: preparing students to be contributing members of society
Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:
Competency: all individuals are treated with fairness, dignity, and respect
Competency: professional development promotes a focus on student learning consistent with the school vision and goals
Competency: students and staff feel valued and important
Competency: the responsibilities and contributions of each individual are acknowledged
Competency: diversity is considered in developing learning experiences
Competency: life long learning is encouraged and modeled
Competency: there is a culture of high expectations for self, student, and staff performance
Competency: technologies are used in teaching and learning
Competency: multiple opportunities to learn are available to all students
Competency: the school is organized and aligned for success
Competency: curricular, co-curricular, and extra-curricular programs are designed, implemented, evaluated, and refined
Competency: curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies
Competency: the school culture and climate are assessed on a regular basis
Competency: a variety of sources of information is used to make decisions
Competency: student learning is assessed using a variety of techniques
Competency: multiple sources of information regarding performance are used by staff and students
Competency: pupil personnel programs are developed to meet the needs of students and their families
Standard: Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
Area: Knowledge The administrator has knowledge and understanding of:
Competency: the purpose of education and the role of leadership in modern society
Competency: the values of the diverse school community
Competency: the philosophy and history of education
Area: DispositionsThe administrator believes in, values, and is committed to:
Competency: the right of every student to a free, quality education
Competency: subordinating one’s own interest to the good of the school community
Competency: accepting the consequences for upholding one’s principles and actions
Competency: using the influence of one’s office constructively and productively in the service of all students and their families
Competency: development of a caring school community
Area: PerformancesThe administrator:
Competency: examines personal and professional values
Competency: demonstrates a personal and professional code of ethics
Competency: demonstrates values, beliefs, and attitudes that inspire others to higher levels of performance
Competency: serves as a role model
Competency: accepts responsibility for school operations
Competency: uses the influence of the office to enhance the educational program rather than for personal gain
Competency: treats people fairly, equitably, and with dignity and respect
Competency: demonstrates appreciation for and sensitivity to the diversity in the school community
Competency: examines and considers the prevailing values of the diverse school community
Standard: Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context
Area: KnowledgeThe administrator has knowledge and understanding of:
Competency: the role of public education in developing and renewing a democratic society and an economically productive nation
Competency: the political, social, cultural and economic systems and processes that impact schools
Competency: global issues and forces affecting teaching and learning
Competency: the importance of diversity and equity in a democratic society
Area: DispositionsThe administrator believes in, values, and is committed to:
Competency: education as a key to opportunity and social mobility
Competency: importance of a continuing dialogue with other decision makers affecting education
File Attachments:
  1. Educational Philosophy Applied Toward Curriculum Educational Philosophy Applied Toward Curriculum

Module 7

Curriculum Issue
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This assignment allowed me to research a subject I have long had interest in - high school graduation rates. In particular, this paper was to examine the influence of exit exams on the decision of a student to choose to drop out. I quickly discovered through reading many thoughtful papers on this subject that there is no data to substantiate the claim that exit exams have any discernable effect on the decision to drop out, therefore this paper evolved to examine other factors that affect the high drop out rates we are experiencing across our nation.

This paper demonstrates knowledge of educational issues and how they affect students and the community as is required by Arizona Professional Administrative Standard 1 and Performance Indicator 4. Standard 5 along with Performance Indicator 10 was also met through showing support of instructional programs that promote the success of all students through multicultural sensitivity.

This paper refers to ISLLC Standards 1 and 4 through the study of exit exams and corresponding discussion of developing skills in students, using relevant data about students and their families in developing the school’s mission, and using the data in a consistant manner to realize a higher level of student achievement.
 
USA- ISLLC - Standards for School Leaders (With Competencies)
Standard: Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
Area: DispositionsThe administrator believes in, values, and is committed to:
Competency: the educability of all
Competency: a school vision of high standards of learning
Competency: continuous school improvement
Competency: ensuring that students have the knowledge, skills, and values needed to become successful adults
Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:
Competency: barriers to achieving the vision are identified, clarified, and addressed
Standard: Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Area: KnowledgeThe administrator has knowledge and understanding of:
Competency: student growth and development
Competency: applied motivational theories
Competency: curriculum design, implementation, evaluation, and refinement
Competency: principles of effective instruction
Competency: the change process for systems, organizations, and individuals
Area: Dispositions The administrator believes in, values, and is committed to:
Competency: life long learning for self and others
Competency: professional development as an integral part of school improvement
Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:
Competency: students and staff feel valued and important
Competency: barriers to student learning are identified, clarified, and addressed
Competency: life long learning is encouraged and modeled
Standard: Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
Area: DispositionsThe administrator believes in, values, and is committed to:
Competency: making management decisions to enhance learning and teaching
Competency: taking risks to improve schools
Competency: high-quality standards, expectations, and performances
Competency: involving stakeholders in management processes
Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:
Competency: knowledge of learning, teaching, and student development is used to inform management decisions
Competency: stakeholders are involved in decisions affecting schools
Competency: responsibility is shared to maximize ownership and accountability
Standard: Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
Area: KnowledgeThe administrator has knowledge and understanding of:
Competency: emerging issues and trends that potentially impact the school community
Competency: community resources
Area: DispositionsThe administrator believes in, values, and is committed to:
Competency: schools operating as an integral part of the larger community
Competency: resources of the family and community needing to be brought to bear on the education of students
Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:
Competency: high visibility, active involvement, and communication with the larger community is a priority
Competency: relationships with community leaders are identified and nurtured
Competency: credence is given to individuals and groups whose values and opinions may conflict
Competency: available community resources are secured to help the school solve problems and achieve goals
Standard: Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
Area: Knowledge The administrator has knowledge and understanding of:
Competency: the purpose of education and the role of leadership in modern society
Competency: the values of the diverse school community
Area: DispositionsThe administrator believes in, values, and is committed to:
Competency: the right of every student to a free, quality education
Area: PerformancesThe administrator:
Competency: considers the impact of one’s administrative practices on others
Competency: uses the influence of the office to enhance the educational program rather than for personal gain
Competency: demonstrates appreciation for and sensitivity to the diversity in the school community
Competency: examines and considers the prevailing values of the diverse school community
Standard: Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context
Area: KnowledgeThe administrator has knowledge and understanding of:
Competency: the law as related to education and schooling
Competency: the political, social, cultural and economic systems and processes that impact schools
Competency: models and strategies of change and conflict resolution as applied to the larger political, social, cultural and economic contexts of schooling
Competency: global issues and forces affecting teaching and learning
Area: DispositionsThe administrator believes in, values, and is committed to:
Competency: education as a key to opportunity and social mobility
Competency: recognizing a variety of ideas, values, and cultures
Competency: importance of a continuing dialogue with other decision makers affecting education
Competency: actively participating in the political and policy-making context in the service of education
Competency: using legal systems to protect student rights and improve student opportunities
Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:
Competency: the environment in which schools operate is influenced on behalf of students and their families
Competency: public policy is shaped to provide quality education for students
File Attachments:
  1. Soos - Exit Exams And Drop Outs.doc Soos - Exit Exams And Drop Outs.doc
Author: Richard Soos
Last modified: 5/22/2011 9:56 AM (EST)