A Learning Organization Focused On Continuous Improvement Of Student Learning

The mission at Zebulon B. Vance High School “is to graduate young adults who are self-directed, intellectually engaged citizens ready for college, career, and life.” Furthermore, it is a communal belief that “all students can learn and achieve at a high level; that an open channel of communication among faculty; students and parents is vital to cultivating student respect, responsibility, and independence; a commitment from all stakeholders creates a safe and nurturing environment through academic performance, extracurricular activities, involvement, positive behavior, and respect for diversity; a secure and supportive climate fosters school pride and citizenship; high academic standards motivate students to realize their highest potentials; cross-curricular instruction and utilization of technology will prepare students for future challenges in work and in life; providing teachers and staff with resources and professional development opportunities promote individual and instructional growth; support from local businesses, universities, and community organizations help students develop life skills and decorum necessary for success in a diverse” world.

There is a range of prevention and intervention strategies that schools can out in place to promote and maintain student engagement in the mainstream school setting where possible. The strategies are outlined in depth in the Student Engagement Policy Guidelines and they include some of the following:

I am a member of the Better Seeking Team at my elementary school. This committee is a leadership team responsible for driving decisions and changes in a positive direction. The National Institute for Urban School Improvement describes the school leadership team as “a school-based group of individuals who work to provide a strong organizational process for school renewal and improvements.” (2005, p. 2) As a member of this team, we recently attended the 2015 Model Schools Conference presented by the International Center for Leadership in Education. Bill Daggett, the founder and chairman of the ICLE, says its focus “has been devoted to observing, studying, and supporting the transformation of the nation’s most rapidly improving schools. The key to improving student performance is a tireless focus on providing rigorous and relevant instruction, and that every level of the education organization must be tightly aligned and carefully coordinated around that singular goal.” (n.d.) My professional goal for the coming school year is to implement the major aspects from one of the presentations our team deemed most significant at the conference, the Rigor/Relevance Framework for teaching in a twenty-first-century classroom.

As an emerging instructional leader, Part 2: Policies and Programs provides a framework for improving schools. Danielson states how difficult it is to accomplish institutional change (Danielson, 32); however by giving careful consideration to school organization, policies and practices affecting students and faculty and school and community relations improvement is

Identifies skills, theories of change, program designs, partnerships, and ways of building schools where students achieve.

Another way to build student motivation and engagement is to give them real world problems to solve. By doing this, natural conflict arises, and students have to work together in order to resolve the conflict and continue developing a solution to the problem. When this happens, students learn so much about the problem they are trying to solve, but they also learn skills that will help them become successful in life.

Values and attitude: All activities engage students to interact with the lesson, make informed perceptions and ask questions.

In conclusion, successful learning is possibly for learners who are ready to commit to actively participation, self-motivation and timely submission of discussions and assignments. Successful learners must plan ahead in the event of emergencies or access to

Measuring and trying to improve campus climate can be difficult and sometimes frustrating. There are many different facets, but when the media reports school leaders in a negative light, the school’s image is affected within the school and the local community. Educational leaders can listen to what people are saying. Some people think there isn't a problem and others feel they are not valued and respected. Cultural proficiency becomes a priority in addressing the concerns of a diverse student population. This can prompt a review of school climate (Developing a Positive School Climate, 2009).

In this paper, I will examine Disposition Four, “the educator uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.” This paper is an effort to contest the many relentless influences affecting learners today. Its focus is the necessity of a partnership of resources for students to succeed. (Schulte, 2009) stated, “Increasing academic performance, enhancing social and emotional skills and even retaining quality teachers are all related to positive school climate” (p.46) .Thus the critically importantance for educator to be skilled at creating meaningful interactions between students and practitioners as well as practitioners with students.

The educators working at these schools are motivated to keep their academic performance high in order to

This program has been developed to meet the educational needs of the students and has an appropriate fit within the school organization and the instruction involves identifying activities that maximize student achievement outcomes. Key features of the practices within the program include clear goals and expected outcomes, appropriate instruction, monitoring, feedback and encouragement and error correction (Goodman, McIntosh and Bohanan, 2016). It is a

As an educational leader, I must have a vision and mission statement for the school that is known by the staff, students, and parents. The vision will address the needs of the students academically, emotionally, and socially. According to DuFour (1998), “ Those who seek to transform their school into a professional learning community as characterized by an environment fostering mutual cooperation, emotional support, personal growth, and a synergy of efforts.” The leader must implement a plan that will cultivate the success of all students. The mission will speak to the direction of the school community stating what the desire goals are. The building leader will lead by example. High expectations will be communicated and encourage by staff and students. The educational leader of a school must develop a culture of team work to create a climate that is student friendly. The vision mission and goals of the leader should be transparent. The establishment of common goals is the first step. Without common goals, sustainable progress will be impossible and thus everyone will have lower expectations. The students, parents, and staff should be commented to the goals of every child reaching their full academic potential. The school environment should speak to goal setting and high expectations for all students and staff.

Promoting student success is the founding principle of each of the Educational Leadership Constituencies Council Standards for Educational Leaders (2002). Influential educators combine their knowledge of leadership styles with personal experience in order to meet individual needs and encourage all students to achieve their potential.

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in