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This is through facilitating effective curriculum planning; use of substantive research-based practice in implementing adequate and aligned curriculum, and efficient coordination of the curricular. Other techniques include use of technology and promotion of creative, critical, and problem solving things.
Lack of sustaining an instructional program conducive for the professional and learning development of the students might also come into play in the low confidence levels and low accountability ratings. According to the element or competency 005, "the principle knows how to advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth." This is through integration of the retention theory and motivation program for addressing the role and obligation of the stakeholders. The organization should integrate techniques such as student services and activity programs to fulfill academic, sound theories, and effective technology for telecommunications and information systems with the aim of enhancing learning.
Inability or lack of staff evaluation and development system might also lead to the manifestation of the problems affecting the institution in relation to the achievement of the academic and professional development. According to the competency 006, "the principal knows how to implement a staff evaluation and development system to improve performance of all staff members, select and implement appropriate models for supervision and staff development and apply the legal requirements for personnel management." This is through integration of an effective motivational theory with the aim of improving the performance of the teachers through evaluation and development systems. Some of the techniques essential in the achievement include formative, summative, and legal strategic for the recruitment in relation to the development of the campus staff.
The institution might also suffer from lack of the ability to utilize organizational, decision-making, and problem solving skills. According to the competency 007, the principal should have the ability to apply organizational, decision-making and problem-solving skills in order to ensure an effective learning environment. In order to achieve this objective, the institution should focus on the integration of motivational and reinforcement theories with the aim of achieving effective performance of the students and teachers. This is through encouragement of positive change and collaborative decision-making strategies, as well as procedures for gathering and analyzing data from various sources within the context of the institution.
Another aspect of the problem is the lack of the ability of the principal to apply leadership and management principles. According to the competency 008, "the principal should learn to apply principles of effective leadership and management with reference to campus budgeting, personnel, resource utilization, financial management, and technology application." This is through implementation of the concept of motivational, retention, and transfer policies and theories for the purposes of maximizing the output of the stakeholders within the context of the learning institution. In order to achieve this goal, there are various strategies and techniques such as technology, information systems, laws, policies, and procedures for effective budget planning and management.
Finally, there is also the essence of lack of promotion of a safe physical plant within the context of the learning institution. According to competency 009, "the principal should know how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment." The principal should focus on implanting motivational and lesson cycle theories with the aim of promoting effective communication and interaction among various stakeholders within the learning institution. In order to achieve this, the institution should focus on the development of procedures and strategies to facilitate the development of a school physical plant.
Conclusively, the school intervention plan should focus on integrating nine steps in order to address the problems and opportunities. The first stage is evaluation of the previous year's data and feeder schools with the aim of formulating the academic shift elements. The second element is to meet high performing stakeholders with the aim of promoting their effective and successful work. It is also essential to meet all academic departments with the aim of getting their ideas for intervention while depending on data for the plan of action. The institution should focus on the development of assessment survey with the aim of marking progress for the actions-long-term. The principal should hold meetings with staff for the purpose of solving unacceptable accountability rating. The final three aspects of intervention include public statement,…[continue]
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