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Education, Administration
It has been a long time since teachers only spent time in their classrooms and with their students and rarely met with other staff members -- except for a quick bite to eat in the teachers' lunchroom.
These days, most educators spend many hours a week in meetings with individuals both internal and external to the school. First thing in the morning, the teacher may meet with a parent to discuss a particular problem. or, the teacher may get together with both a parent and a social worker or psychologist.
Regularly, teachers have team meetings with other staff members with whom they share goals or have school-wide meetings with administration. At night, they could be sitting down with a group of parents and teachers who are interested in expanding the curriculum in a particular area.
Such settings require leadership skills that were not necessarily needed in the past. The teacher may have had these abilities, but rarely used them or had no need to develop them. Now, all educators must either develop or hone their leadership skills. They are either going to be responsible for setting and running sessions of their own or be part of those planned by others and have to contribute their share to the determined goals.
It is no longer possible for educators to rely only on their past education or occasional teacher seminars. Teachers need to recognize that professional development is a lifelong process and a continual program of personal growth. This includes learning activities to enhance one's internal and external knowledge base. For internal growth, more learning is required on policy and procedures, curriculum development, technology use, collaboration and teamwork, and student special needs, as well as on one's personal field of subject interest -- all for the end goal of improving the school and teaching students more effectively. Externally, because of the speed of change, a teacher must keep abreast of current global affairs, trends in education and other programs that impact student learning. Today's teachers must take their leadership skills and their creative thoughts and ideas and begin to establish new ways of enhancing their schools and impacting reform. Increasingly, they will be in settings that will necessitate such abilities to be used.
Education Administration This internship in education administration provided me with a number of takeaways that will benefit me throughout my career. I learned how to create a safe, collegial environment for change in teacher practice. My strategies enabled a full court press on the issues facing the math department, and strengthened the will of the team to get the job done by insisting each member believes it is important to "Do
VI. POSSIBLE BARRIERS Identified as possible barriers to implementation of assessment and assignment to remedial mathematics for African-American students to assist them in preparation for high school mathematics are the barriers presenting due to: Lack of resources; Funding difficulties; Teacher availability; Classroom availability; Attendance rates of students. V. STEPS to IMPLEMENTATION The above-stated proposal must be introduced to the district superintendent as well as administrators at schools throughout the school district. Support for the remedial mathematics program must
With conscious awareness, the school leader becomes a reflective practitioner and therefore a more effective school leader. The readers must heed the words of the authors that "the variety of skills a leader must master is daunting" (p. 62). Therefore the authors prescribe that these responsibilities should not fall simply on one individual but rather a upon a distributed leadership team. In Chapter 4, the authors present meta-analysis of the
Education-Administration Education Discrimination to Teachers Teacher Discrimination Cases Educational instructors, especially the teachers provide the necessitated skills and knowledge to students, thereby equipping them with essential life skills. The teachers are in most cases employed by union organizations, but in some state and cities, they are directly employed from the school boards. In the latter situation, teacher-related issues are handled by the respective school's board committees. Despite the employer's position or rank, individual
- in a program managed through "teacher cooperatives," which are funded by "independent organizations" (in fact commercial vendors donating to schools for tax write-off purposes and to bring positive publicity to them) - would become assigned to work in more than one school. For example, a terrific advanced physics teacher would be assigned to work in two or three high schools, mentoring other physics teachers as needed, and his
EDUCATION ADMINISTRATION Education Administration: Strengths and Limitations of Quantitative and Mixed Method ApproachesThe strengths of the quantitative approach include:�� The use of numbers and statistics make the research appropriate to use as the statistical tests to help in straightforward analysis (Devault, 2020)� Replication could be easily done based on an experimental design; testing and checking become convenient.�� Research with the involvement of statistics gives it a valuable image. It can