The current study for my internship with Dr. Joyce Many, aimed to examine the experiences of edTPA coordinators at institutions of higher education in Georgia, during an edTPA implementation year, and to explore how professional development or resources might meet the needs implied by these change facilitators’ stages of concern. The framework for the study embraces the Concerns-Based Adoption Model (CBAM), it is used to understand the change process. Why use the CBAM for this study? The Concerns-Based Adoption Model theorizes that professional development needs an implementation of curricular innovations that is directly related to facilitators’ and faculty members' stages of concern. Given the national trends in adopting the edTPA as a high stakes assessment, more information is needed to better understand how institutions conceptual framework and teacher educators’ concerns might inform the implementation process. Using the Concerns-Based Adoption Model, this study will extend the literature on how to support institutions during the edTPA implementation process (J. Many, personal communication, July 12, 2016). The SEDL Stages of Concern instrument was used to evaluate faulty members’ attitude toward edTPA implementation as a high stakes assessment. There is an established validity and reliability for the …show more content…
In the questionnaire, candidates reported extra instructor support in the field, guidance on video and lesson plan submissions, other candidates reported their implementer of edTPA did not aid them in anyway. This raises the issue with edTPA and its accountability. What guaranties all teacher candidates are receiving equal amounts of guidance? In addition, edTPA places more responsibilities on the faulty implementer. This directly affects the concerns and attitudes, of edTPA
Dr. Tanisha L. Heaston, principal of Treadwell Elementary talks to me about educational change. In my first meeting and interview with her, she displays many if not all the leadership benchmarks of a Change Master and Facilitator. Defined by McEwan (2003), a Change Master is a highly effective principal who is flexible and futuristic. A realistic leader who is able to both motivate and manage change in an organized, positive, and enduring fashion. As a Change Master, she uses a situational approach since every school community requires somewhat different skills. Dr. Heaston respects change resisters, procures resources for her school, and trusts her teams which aligns with ISLLC Standard Six.
Past attempts at solutions were Teachers for America, Experimental Certification of Ethnic Colleagues for Elementary Schools, provisional certification, and emergency certification. Teachers for America is a very easy, "six week crash course in teacher survival skills taught primarily by teachers from their troubled placement sites."(Roth, 220) These teachers are said to bring "enthusiasm and intellect" to the classroom. In inner city and urban school systems, where most of the student body is poor and in the greatest need of good teachers, the TFA teachers are installed. While TFA is a good idea and puts teachers in classrooms, some say that the children who are being used as guinea pigs for this experimental teacher training are suffering. However, after receiving praise from some major cities, its training program was approved in 1995 and it "received $2 million from AmeriCorps, President Clinton’s national service initiative."(Mosle, 3) Experimental Certification of Ethnic Colleagues for Elementary Schools (E3) was an effort to "increase the representation of males and people of color on teaching staffs of elementary schools,"(Shade, 261) in response to teacher shortages. This solution was implemented for three years and was very successful. Provisional certification is given to a person who has been certified in another state and has passed the Praxis II, "but who needs one or two courses Maryland requires for teachers.
The developing person is effected by much more than their immediate situation, therefore Bronfenbrenner developed a theory that encompasses all of the surroundings that may influence a child and emphasizes the importance of the mutual relationships between each of these environments (Bristor, 2010). The interaction between surroundings is just as important as the environments themselves as these connections and transactions result in change and alteration in both the individual and their surroundings. Bronfenbrenner’s ecological theory accentuates the family as the most important environmental influence on the child as family members have a direct effect on the child through care, education and support as well as serve as links to other environments to the child such as school or the community (Bristor, 2010).
Fratt, L. (2007). Professional Development for the New Century. (Cover story). District Administration, 43(6), 56-60. Retrieved from Academic Search Complete database.
Laura Jimenez’s article “The Next Frontier of Education Reform” was a well thought out article about the possibility for a new program called LEAP or LEarning Together to Advance Our Practice to help improve the failing system of improving our public school educators. Jimenez uses accurate data to show the reasons behind the need to reform educator professional development and shows different examples of how this could be accomplished. She largely looks at the DC public school system’s IMPACT and the newly created LEAP projects.
In this time where science makes dreams feasible, and what years ago was saw to be difficult, now is promising, for this reason is okay and respectable when a traditional married couple try different methods to become parents. There are many treatments to solve this issue, such as in vitro fertilization, use of hormones, and the most new and revolutionary; ‘shop a gamete or baby’ the same as you shop for a car or a house; you can pick the color of the eyes, the color of the hair and the physique you want. Inside out is important to mention, all these treatments are not entirely effective. So what happens when all the resources are exhausted? The possibility to adopt a child who needs a family can be one of the best options, and the most valued accomplishment for this married couple. Scott Simon says “Many couples pay tens of thousands of dollars for rounds of medical wizardry instead of adopting children who are already among us, crying for our love and support” (The case for Adoption, par. 2). In America and other countries, the number of children waiting for the opportunity to be adopted by a family is immense; these children are waiting for someone to rescue them, hoping for love and safety before it is too late for them.
With my background as Supervisor of Curriculum and then as both principal and superintendent, I have a background of collaborating with teachers in developing and then implementing curriculum guides, curriculum maps, professional development plans and innovative programs. Establishing an instruction...
Hoy, W. K., & Miskel, C. G. (2013). Educational Administration (9th ed.). Boston, MA: McGraw Hill.
Cross, V; Moore, A; Morris, J (2006) The practice-based educator: A reflective tool for CPD and accreditation: England: John Wiley & Sons, Ltd, Publication
This proposal is designed to address the need for professional development of which can be utilized in assisting teachers within our institution mature and grow educationally for the purposes of becoming better instructors for the purposes of education our students academically and assisting them to succeed within their academic goals and objectives. The proposed plan of action of which can ultimately assist bot our facu...
The ability to manage change and adapt to a globally competitive environment are intensifying (Cao and McHugh, 2005). The paradigmatic structure of leading effective schools is constantly evolving in response to societal changes. Essentially, educational change can be categorized into two distinct categories: piecemeal change, which involves making adjustments to the current educational model, and systemic change, which involves transforming the current model ( ). The effort to leading change takes a systematic approach to promote collaborative problem solving that includes reviewing data to determine existence, scope and magnitude of the problem (Senge,1990)
Principals have a lot on their job descriptions. One of those tasks principals must do is evaluate teachers. Some principals are good at doing this, while others are not so great because they lack the experience or put it off towards the end of their ever-growing list of tasks they must complete. In order for principals to make this a priority, they must do trainings related to teacher evaluations. I think school district need to do a better job at training school leaders get the proper training and use teacher evaluations to benefit both the teachers and students.
...d evaluating their teaching. Parents and the students themselves are vital in the process. They allow for IEPs to be moulded to the student and for aims to be specific and as clear as possible. To enable students to develop fully, their individual needs must be considered and dealt with.
According to Ornstein and Hunkins (2013), there are three factors that help make a curriculum implementation successful: people, programs, and process. The one factor that keeps the three factors together is communication. Communication is essential to making a curriculum change. Communication can be spoken, written, or seen. Leaders need to communicate with teachers and society to implement the curriculum. Along with communication there are five guidelines of change (Ornstein & Hunkins, 2013):
The state’s new evaluation system was in response to administrators who produced, “superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students' learning” (Toch, 2008). Too often, the “good-ol-boy” attitude would insure mediocre educators would remain employed. Realizing this was often more the rule then the exception, the governor created educational mandates to focus, “on supporting and training effective teachers to drive student achievement” (Marzano Center, 2013). Initially, they expected the school districts and the teachers would have issues and experience growing pains, but in the end the goal was, “to improve teacher performance, year by year, with a corresponding rise in student achievement” (Marzano Center, 2013).