Chapter 3: What We Know, Chapter 4 What We Do, Chapter 5 School Organization

Question 1

The effectiveness of a given instructional practice determines to learn outcomes and therefore, its ability should be measured to sustain learning success. One of the most suitable ways to measure an instructional practice effectiveness is by assessing the perception of those that are engaged. Psychology is an essential aspect that determines the involved engagement, participation as well as outcomes (Merrill, 2013). This is because effective learning increases self-awareness thus creating behavioral changes. Based on the perception of the practice schools can be able to assess whether the system results in negative or desirable psychological and behavioral changes on students. This can be achieved by promoting and acquiring responses from the students and teachers on the often basis.

Question 2

My organization holds a positive regard in regard to school size, class sizes, grouping instruction. The belief that smaller class sizes hold more learning benefits over extensive classes in reference to teachers and students performance. Family involvement is of the essence in creating strong relations and a better understanding of the students’ needs thus reducing conflicts. The organization seeks to retain a smaller school size that accommodates limited students for high-performance (Danielson, 2002). In reference to scheduling and grouping for teaching the organization holds that adequate plan and grouping organization helps in determining learning outcome and performance and is focused on high achievements. Group instruction normally occurs beyond the class settings where students are assessed differently in order to acquire their differing learning needs and formulate solutions that accommodate learning diversity. These instructions are given in regard to flexible groupings in the quest of maximizing the general performance of all the learners (Danielson, 2002). In this context, the teachers lead small groups for easier management and assess which in turn creates positivity and collaborations.

Question 3

The school organization is mainly objected at creating a favorable learning and teaching environment. Daily instructions are usually supported by the existence of different elements. In that teaching cannot be effective without the presence of a concise curriculum that contains assessment procedures and learning plans (Lezotte and McKee, 2002). The organization contains an intelligible curriculum because without the application of proper systems teaching efforts are compromised severely and learning success cannot be achieved. The prime school policy regarding both staffs and learners is to follow a plan which permits instructors to begin by handling the most pressing issues. Some of the key success indicators within the organization are objectivity, a concise plan, and evaluation designs. These designs are mainly purposed to offer guidance to instructors in regard to critical thinking applicability and in decision making based on the detailed analysis (Lezotte and McKee, 2002).

Teaching is strictly guided by specific learning objectives that highlights the things that each program seeks to achieve. The involvement of family is a form of teamwork that not only seeks to understand the diverse needs of the learners but also seeks to encourage collaboration. While working with others teaching and learning knowledge is developed by gaining the ability to switch based on the given surrounding (Danielson, 2002). Organizational objectives are to be aligned with those of the learners and the staffs in order to create a sense of belonging. When everyone is well accommodated by the system this tends to be the primary source of motivation and commitment towards high performance and organizational effectiveness (Lezotte and McKee, 2002).

 

 

 

 

 

 

 

 

 

References

Danielson, C. (2002). Enhancing Student Achievement: A Framework for School Improvement. ASCD: Alexandria, Virginia.

Lezotte, L. and McKee, K. (2002). Assembly Required. A Continuous School Improvement System. Effective Schools Products, Ltd.: Okemos, Michigan.

Merrill, M. D. (2013). First principles of instruction: Assessing and designing effective, efficient, and engaging instruction. San Francisco, CA: Pfeiffer.