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School Improvement Plans are going to be most successful when the entire staff and community is informed about the plan. The staff needs to know what goals they are working towards and what areas of weakness need to be improved upon. The community should also be informed of the SIP because they can help promote success in areas of weakness as well. For example, if a school is struggling with their reading scores and would like to include this as an objective, parents could work more with children on reading at home. Total Quality Management can assist a school in promoting awareness of the goals, missions, and objectives.
Total Quality Management is useful for my school because it focuses on data-based decision making and analysis. Currently, we use a lot of data to make decisions but instead of using our own school’s data, we only use district data. This can be very frustrating because my school is apart of a really big district with five other high schools. When looking at data, I cannot tell what my students are specifically lacking because it is being compared to hundreds of other students. I would use TQM to focus more on my school’s data so that I know where my students are lacking.
TQM also promotes teamwork and collaboration which I think is extremely important as well. According to Newman & Rollison (2011), professional learning communities are very important to the success of a school. A school even saw quick improvements to the PLCs that were created by a new principal. This shows me that TQM would be beneficial in the aid of collaboration among teachers. I am currently a PLC lead at my school and I sometimes feel that the PLCs are almost a joke. I give my teachers the pacing guides, we discuss what we are going to teach, we plan our assessments and they go off and do whatever they feel like doing and there are absolutely no repercussions. The administration never sits in on PLC meetings or requests meeting minutes. The administration is never there to follow up if we are all doing common assessments either.
Total Quality Management principles will be important to retain and promote in a school when I am an administrator. I want to focus on creating a SIP that my community is aware of and can assist in promoting. TQM and SIP take a lot of teamwork but will create a successful school.
Newman, L. A., & Rollison, M. L. (2011). Gaining ground. Principal Leadership, 11(5), 36-39.
The school improvement priorities that are needed within my school are often not discussed throughout the building but just the school administration team. Our school leadership team deals with the most important and highest area of concerns. For a few examples, they focus on academic performance, behavior issues, implanting the school improvement plan, district needs, etc.
I currently use many data points when looking at my students because of the IEP goals. I collect data once a week to determine where they are lacking and focus on their instruction to help close the gap. I believe, that is one example of how I use Total Quality Management. In other areas of our school, I think we need to look at improving purposeful learning. This would help create an environment where students are able to create their own learning habits and be more accountable for closing their own learning gap. â€œThe nature of the classroom environment has a powerful influence on how well students achieve a wide range of educational outcomesâ€ (Asiyai, R. 2014). Students need to begin a proper mindset about learning. We have so many students who feel they are not smart because they are not taking AP classes and often load themselves up and feel depressed. We as educators, we need to celebrate all kids all the time and be excited about all classes. I feel if we build kids up and help them focus on a positive growth mindset then learning in the classroom would be easier. If kids feel successful by the adults in their adults in their life then they want to perform well and that is one of our school improvement goals is to close the gap of all learners.
In order, to be successful as a teacher then it is best if teachers have back up from the school administration team. The total Quality Management would be promoted and every community member, staff member, and student would know the school or districts mission and it will develop teamwork easily.
Asiyai, R (2014). Studentsâ€™ perception of the condition of their classroom physical learning environment and its impact on their learning and motivatioin. College Student Journal, 48 (4), 716-726.
The continuous advances in science education requires that teachers familiarize with the new standards for the next generation of learners. Known as Next Generation Science Standards, these standards provide a framework that focuses on Disciplinary Core Ideas (DCIs), Science and Engineering Practices and Crosscutting Concepts (NGSS); Unlike the Common Core State Standards, the NGSS has developed performance expectations that â€œstate what students should be able to do in order to demonstrate that they have met the standard,â€ (NGSS); the CCSS assess individuals based on how well they understand the information from the science curriculum.
The Next Generation State Standards requires teaching science using different instructional methods. Instead of focusing on topics and teaching detailed information about each one, educators now teach how to think about science and incorporate real life situations into their own learning. â€œStudents must become expert learners who master the learning process. The new education standards require that our students expert learners are knowledgeable of content, but they are also strategic; theyâ€™re skillful, goal- directed, purposeful, and theyâ€™re motivated to learn moreâ€ David (n.d.) Part 2. In order to be an effective science instructor, educators must be dedicated to meeting the next generation state standards and adapt their instructional methods so individuals receive purposeful science education.
Davis, Bridgette (n.d.). Module 2: Physical Science by Inquiry. Part 2: UDL and Science Curriculum. [PDF document]. (Presentation)
Get to Know the Standards (n.d.). Next Generation Science Standards. Retrieved from https://www.nextgenscience.org/get-to-know
The major shifts in the Next Generation Science Standards (NGSS) compared to existing standards are that K-12 science education should now reflect the interconnected nature of science as it is practiced and experienced in the real world. Science and engineering are integrated in the NGSS (from K-12). In NGSS (2013) the science concepts are built in more coherently, therefore NGSS focuses on deeper understanding and application of science content. According NGSS (2013) the major standards comprise three elements: core scientific subject matter, engineering and scientific skills needed to practically apply academic knowledge, and crosscutting concepts that are fundamental tool areas of science. Hence, compared to previous standards which presented each of the dimensionsâ€”core concepts, practices, and unifying concepts and processes or themes of science as separate entities.However, now in the NGSS, the expectation is that students will learn at the intersection of these dimensions and have opportunities to apply the disciplinary core ideas, cross-cutting concepts, and science and engineering practices. By teaching the disciplinary core ideas, science and engineering practices, and cross-cutting concepts, teachers will support students to develop a deeper scientific understanding.
Teachers now will have to implement units of instruction designed to support teaching and learning in ways that integrate practices and concepts. The NGSS explicitly puts connections among the areas and the nature of science; engineering, technology, and applications of science. The challenging part for a successful implementation requires now “multidimensional approach” for teachers to cover the standard, as it requires beyond the traditional content approach. Now teachers must focus on science and engineering, crosscutting concepts, which demands for different ways of thinking, lesson planning and instruction. At last the NGSS (2013) describe specific goals for science learning in the form of performance expectations, statements about what students should know and be able to do at each grade level.
An elementary journey to the Next Generation Science Standards,
The Next Generation Science Standards. (2013). NGSS release, Appendix A, p. 1-5.
Retrieved from: https://www.nextgenscience.org/sites/default/files… (Links to an external site.)