Through individual planning the school counselor is able to explore career options that coincide with the personal interest or skill... ... middle of paper ... ...performance standards- School counselors have a job to do within the schools. In the Dougherty County School system they have expectancies for implementing the CSCP. The school counselors performance standards serves a base line for evaluating their performance as well as for self evaluation. The school counselors must be sure that they are providing effective services to the students in the high school in all three domains throughout the year. The program audit- School counselors deliver the CSCP yearly and have many areas that need improvement.
Board Policy Review: History of Technology Instruction/Viability and Validity The Board of School Directors set District policies upon recommendation from the Superintendent. Many policies have a set of procedures, which are approved by the Superintendent. Each policy and procedure is thoroughly reviewed by the appropriate staff before making any recommendations to the Superintendent or School Board. BOARD POLICY CURRICULUM DEVELOPMENT AND ADOPTION The Board recognizes its responsibility for the monitoring and improvement of the educational program. In keeping with the Board's recognition of the need for ongoing curriculum review and improvement, the Superintendent shall develop and administer guidelines and procedures for a curriculum development and improvement process which: • is consistent with District goals; • will establish a regular cycle for review, revision, development, adoption and implementation in all curricular areas; • is based on student needs and evaluated by student performance; • will ensure the participation of administrators, teachers, patrons and students, when appropriate, in the process; • is consistent with state requirements and reflects community expectations, societal trends and workplace realities; • provides for student performance data to be systematically collected, reported and used as a basis for future program improvements.
The recipients of this policy are students who study at public schools and teachers. The act allows each state to set proficiency level which means that each state is obliged to submit an accountability plan that describes proficiency standards to the U.S. Department of Education. After the Department receives the plan, they are then responsible for approving, rejecting, and making recommendations. After the proficiency scores are determined in states, students then take tests and after the completion of tests, states are responsible for publishing the results. (Caillier, 2007, p. 583) States are accountable to meet the basic tenets or goals of the act.
The position comes with an outline of expectations and responsibilities that should be met each school year. Fortunately, for the professional school counselor, there are agencies which provide these expectations and responsibilities to the districts that employ them. There are the school counselor competencies as outlined by the American School Counselor Association (ASCA, 2012) and the state standards provided by the state of the school district (state of Texas for the purpose of this summary) (Texas Counseling Association, 2004). Ethical standards must be maintained as well as positional standards (ASCA, 2012). The ASCA National Model and the Texas Counseling Program Guide provide a job description for professional school counselors, as well as performance appraisals/evaluations (ASCA, 2012) (Texas Counseling Association, 2004).
(John Salvia, 2010, p. 27) Instructions must be evidence based, (Powerpoint, 2010) meaning that there are studies to back up a teaching or intervention method that works. NCLB also grades schools based on the yearly-standardized test. If a school “fails” more than one year, parents have the right to move their children to a better preforming school. Assessments are done yearly using a standardized test, which all children take while the other laws have more individualized assessments based on the child’s plan. Federal funding demands that schools comply with participating in NCLB.
The No Child Left behind Act appears to be the primary force driving schools for quality improvement process, including the school I work where I am employed. Through this paper I will assess the need for quality improvement within the school system I work. The paper will include and "As Is" flow chart of the process to be analyzed. The paper will describe the relationship of the process to the organization's strategic plan. Both the internal and external customers of the school I work of will be identified.
Professional development is critical to success in a teacher’s career. Teachers need to be opened to continuing their education and consistently reflecting on lessons and interactions with students. At the expert stage of teaching, “the teacher’s practice is characterized by fluency, automaticity, and efficiency” (Garmston,1998). In order to achieve this level of teaching practice, the educator must continue to learn new teaching strategies, understand the curriculum, recognize students and their differences, and conduct self-reflections. A teacher who is dedicated to professional development and wanting to improve their teaching, will make a stronger impact on students.
She came with a different vision for the DOE called “The Framework for Great Schools” which is a fundamental change to the way the DOE creates partnerships with schools. However, this vision was formulated to work maintaining the mission statement of the DOE to ensure that all students succeed. 2. All must learn the new philosophy-including upper management. As part of the process, the Chancellor created mandatory Professional Development workshops for all DOE employees at all levels, in order to build capacity for school support in order to improve student opportunity results for all.
(http://www2.ed.gov/nclb/accountability/index.html)ASK ABOUT LONG QUOTATION FOR THIS SECTION. What this means is that each state must spell out how they plan to lessen the achievement gap and make sure that all of their students, regardless of their status or abilities, reach proficiency. In addition, the state is required to send out report cards to parents and communities regarding state and school progress. If a particular school isn’t moving in the right direction and isn’t making progress, it must provide additional services, for example tutoring, and take corrective actions to make the school better. If after all of this the school still is not reaching AYP after five years, changes will be made at the foundation of the school, changing the way it is run.
The Art of Decision Making: Analysis of a Grouping Question Decision making for educational leaders is a critical component of directing a school district or individual school to have a culture of harmony. Our schools of today have a diverse student population from various socioeconomic backgrounds, ethnicity, and intellect levels (Sugai, 2012). Regardless of background, the purpose of schools today is to provide a proper education to all who attend and create a culture of learning in order for each graduating student to be a participating person of society. One specific challenge for teachers today is to be able to meet each and every student’s educational need regardless of how intelligent a learner may be. One solution that has been proposed, and in some cases implemented, is the structure of Grouping.