M. Ed. Education Administration 08

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Home > EDA 570 - ISLLC 2,6

EDA 570 - ISLLC 2,6

Action Research in Education Administration
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Module 3

Research Study - Statement of Problem, Research Questions, and Definition of Terms-Module 1, 3
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This assignment allows me to consider a specific action research project for my life-skills students who have been, by tradition and custom, left out of the general education classroom due to having severe and multiple disabilities. The purpose of this research study is to determine if there is the will among parents, teachers, students and administration to develop a strategy to include my students in the daily life of a traditional classroom. The first portion of this assignment provides an introduction, statement of the problem and identifies the purpose of the study.

This project demonstrates Arizona Professional Administrative Standard 4, Performance Indicator 16, with its emphasis on social skills and promoting a safe and effective learning environment. Arizona Professional Administrative Standard 5 and Performance Indicator 9 is met through the focus on an instructional system which includes research findings on learning, motivation, and instructional strategies to maximize student achievement.

This assignment also meets ISLLC Standards 2, and 6. These standards are demonstrated through the vision in this assignment to use applied motivational theories and assessment strategies to educate all students, including those previously considered uneducable, in a safe environment.
 
AZ- Arizona Professional Administrative Standards
Standard 1: The administrator facilitates the development, articulation, implementation, and management of an organization's mission. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 2: Promotes support for and fulfillment of the organization's mission;
Performance Indicator 4: Demonstrates a knowledge of educational issues and how they affect students, schools, and the community;
Performance Indicator 7: Serves as an articulate spokesperson for the welfare of all students in a diverse community;
Standard 2: The administrator facilitates the success of all students by understanding, responding to, and influencing the social, cultural, and legal aspects of the community. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 1: Develops procedures for defining mutual expectations;
Performance Indicator 5: Develops procedures to provide for equal educational opportunities in educational programs;
Performance Indicator 6: Promotes the importance of understanding and appreciating the diversity in the community;
Standard 4: The administrator effectively manages services, programs, operations, and resources. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 2: Defines and uses effective processes for gathering, analyzing, and using data for decision making;
Performance Indicator 3: Identifies, frames, and solves problems;
Performance Indicator 13: Demonstrates knowledge of student services and programs for which students may be categorically eligible;
Performance Indicator 16: Promotes a safe and effective learning environment; and
Performance Indicator 17: Applies to daily practice the ethical conduct of the profession.
Standard 5: The administrator advocates and supports curricular and instructional programs which promote the success of students. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 4: Demonstrates understanding of instructional objectives using theories of cognitive development;
Performance Indicator 6: Demonstrates knowledge of valid and reliable performance indicators and testing procedures to measure student achievement;
Performance Indicator 9: Exhibits knowledge of an instructional management system that includes research findings on learning, motivation, instructional strategies, instructional time, and resources to maximize student achievement;
Performance Indicator 10: Demonstrates knowledge of research findings on the use of a variety of instructional strategies that include multicultural sensitivity and various learning styles;
Performance Indicator 11: Implements programs to help students develop as caring and informed citizens; and
Performance Indicator 12: Describes and applies legal requirements affecting student supervision.
USA- ISLLC - Standards for School Leaders (With Competencies)
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: principles of effective instruction
Competency: measurement, evaluation, and assessment strategies
Competency: diversity and its meaning for educational programs
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: barriers to student learning are identified, clarified, and addressed
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: 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 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: models and strategies of change and conflict resolution as applied to the larger political, social, cultural and economic contexts of schooling
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: 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 school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities
Competency: public policy is shaped to provide quality education for students
File Attachments:
  1. Inclusion For All Students Inclusion For All Students

Module 8

Action Research Project: Final_Module 8
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This assignment comprises a literature review for an action research project. This literature review presents evidence found in previous research regarding inclusion of students with severe and multiple disabilities in the general education classroom for the purposes of academic learning. This assignment meets Arizona Professional Administrative Standard 4, Performance Indicators 1 and 2, with the knowledge gained on a variety of theories and models and it is part of an effective process for gathering, analyzing, and using data for decision making.


In addition, this literature review demonstrates ISLLC Standards 2, 3, 4 and 6, which call for taking risks to improve schools using knowledge of learning, teaching, and student development to inform management decisions and promotes the success of all students.
 
AZ- Arizona Professional Administrative Standards
Standard 4: The administrator effectively manages services, programs, operations, and resources. The performance assessment shall measure the extent to which the administrator:
Performance Indicator 1: Demonstrates a knowledge and uses a variety of theories and models of organizations and of the principles of organizational development;
Performance Indicator 2: Defines and uses effective processes for gathering, analyzing, and using data for decision making;
USA- ISLLC - Standards for School Leaders (With Competencies)
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: curriculum design, implementation, evaluation, and refinement
Competency: principles of effective instruction
Competency: diversity and its meaning for educational programs
Competency: the change process for systems, organizations, and individuals
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: 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: students and staff feel valued and important
Competency: barriers to student learning are identified, clarified, and addressed
Competency: diversity is considered in developing learning experiences
Competency: there is a culture of high expectations for self, student, and staff performance
Competency: multiple opportunities to learn are available to all students
Competency: the school is organized and aligned for success
Competency: curriculum decisions are based on research, expertise of teachers, and the recommendations of learned societies
Competency: a variety of sources of information is used to make decisions
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: taking risks to improve schools
Competency: high-quality standards, expectations, and performances
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: operational procedures are designed and managed to maximize opportunities for successful learning
Competency: emerging trends are recognized, studied, and applied as appropriate
Competency: operational plans and procedures to achieve the vision and goals of the school are in place
Competency: potential problems and opportunities are identified
Competency: effective problem-framing and problem-solving skills are used
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: the conditions and dynamics of the diverse school community
Area: DispositionsThe administrator believes in, values, and is committed to:
Competency: involvement of families and other stakeholders in school decision-making processes
Competency: the proposition that diversity enriches the school
Competency: families as partners in the education of their children
Competency: the proposition that families have the best interests of their children in mind
Area: PerformancesThe administrator facilitates processes and engages in activities ensuring that:
Competency: diversity is recognized and valued
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 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: 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: the school community works within the framework of policies, laws, and regulations enacted by local, state, and federal authorities
Competency: public policy is shaped to provide quality education for students
File Attachments:
  1. Inclusion For All Students Literature Review Inclusion For All Students Literature Review
Author: Richard Soos
Last modified: 5/22/2011 9:56 AM (EST)