The Instructional Effectiveness Of Avon Lenox Essay

The Instructional Effectiveness Of Avon Lenox Essay

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In an effort to measure the instructional effectiveness of Avon Lenox, data were gathered from multiple data sources. An examination of the staff’s instructional practices was conducted. The data collected includes detailed accounts of how a typical school day is spent, how students respond to school-wide and classroom-based instructional practices, as well as the pros and cons of those practices. Finally, suggestions, along with rationale, are provided for the purpose of improving time-management, task-focus, and school-wide efficiency and productivity.
Methods
Appendix A
In an effort to obtain “real” data, the principal was shadowed from a distance. However, the observer maintained visual and/or aural contact with the participant. The objective was to promote natural behavior and ensure the principal’s comfortability with the observation.
Time-On-Task Sample and Participant Selection
Twelve teachers and two administrators contributed to the participant selection process. They were asked to submit the names of the strongest and weakest teacher. No rubric was provided. They were required to type their responses, and then submit via the school’s locked suggestion box. First the staff was prompted via email, and then personally to ensure participation. A total of 28 names were submitted. The teachers receiving the most votes as strongest and weakest were officially observed. However, many teachers were observed to ensure anonymity of the “strongest” and “weakest.” The selected classes were observed from 10:30am to 11:15 am on two occasions.


Interruptions
Instructional interruptions were noted according to type, frequency, and observable results. The type includes announcements, classroom visits, telephone calls, and drills. ...


... middle of paper ...


...d of the fire alarm as well as quickly transitioning to the outdoor setting. But an unnecessary interruption noted was the phone call each day from the attendance secretary requesting student attendance information. Daily routines minimize interruptions and protect instructional time. Also, it helps to ensure student focus. During each interruption, students began to stop attending to task, and chatted with one another instead. I have never seen an administrator tally classroom interruptions and analyze its potential effect on the instructional process. It would benefit each staff member, including administration, to implement the five phases of observation, detailed by Knoll, each school day. A routinely effective administrator is not exempt from planning, communicating with stakeholder, reviewing data, reflecting, and using the findings to make informed decisions.

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Essay on Instructional Effectiveness Of Avon Lenox

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