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SUPERVISION & EVALUATION OF CURRICULUM/INSTRUCTION Spring 2016 RECAP Stages of Professional Development Orientation Stage- Surface. Teachers...

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EDSU: SUPERVISION & EVALUATION OF CURRICULUM/INSTRUCTION Spring 2016
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Hsin-Hsiange Lee, Southern Taiwan University of Science and Technology Mao-neng Fred Li, National Chia-yi University Abstract This study aimed 1) to describe a school principal’s leadership and the con- text of the school’s overall teacher culture that cultivated an award-winning team at an elementary school; 2) to analyze the award-winning team’s learning behaviors, shared goals, values, beliefs, mutual interactions or dialogues, and sharing of expe- riences; and 3) to unveil the key factors that shape excellent teaching team culture and its functions. Major ±ndings were: The award-winning teacher group at the school was able to facilitate 1. the development of professional co-operation and teaching innova- tion within the school and to transform the school into a learning community . The campus ethics of af±liation, collegiality, and experience-heritage 2. were cultivated at the award-winning elementary school. The school leaders, especially the principal, had a critical impact on 3. the development of the school’s teacher culture via their determina- tion and encouragement. Both the school principal and the school’s senior teachers played an 4. exemplary and leading role in shaping a high-quality school culture for professional development. Keywords Teaching excellence awards; Teacher culture; Principal leadership Principal Leadership and Its Link to the Development of a School’s Teacher Culture and Teaching Effectiveness: A Case Study of an Award-Winning Teaching Team at an Elementary School Hsin-Hsiange Lee & Mao-neng Fred Li (2015). Principal Leadership and Its Link to the Development of a School’s Teacher Culture and Teaching Effectiveness: A Case Study of an Award-Winning Teaching Team at an Elementary School. International Journal of Education Policy & Leadership 10 (4). URL: http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/148 IJEPL Volume 10(4) 2015 IJEPL is a joint publication of PDK International , the Faculty of Education at Simon Fraser University and the College of Education and Human Development at George Mason University . By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings 90 days after initial publication. Copyright for articles published in IJEPL is retained by the authors. More information is available on the IJEPL website: http://www.ijepl.org
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Background Teaching excellence awards are offered by the Ministry of Education (MOE) in Taiwan to kindergarten, primary, junior high, and senior high school teachers in recognition of outstanding teaching. The awards are designed to encourage teaching innovation and improvement in class management (Ministry of Education, 2007), so that students can be more effectively taught or guided in line with their aptitudes. The screening process for teaching excellence awards involves two review lev- els—local government and MOE. The reviewers’ panel at each level includes author- ity representatives, teacher representatives, school administrators, parent representatives, experts, and community leaders of integrity. For each round of screening, document reviews and ±eld observations are conducted. Evaluation cri- teria and weights are assigned to each dimension of teaching, as shown below: Teaching ideals and process (50%), covering educational philoso- 1. phy and practices, team operation, and classroom management; Teaching innovation and accountability (50%), covering teaching 2. innovation and learning performance. The award for teaching excellence is designed to be given to a collaborative teach- ing team consisting of at least three certi±ed teachers, public or private, at senior high, junior high, elementary, and kindergarten levels. Excellence covers two dimen- sions: (1) teaching ideals and process; and (2) teaching innovation and accountability, which includes educational philosophy and practices, team operation, classroom management, teaching innovation, and learning performance. The award-winning teams receive a trophy, as well as nationwide praise, and a handsome cash award of NT$600,000 for the Gold prize and NT$300,000 for the Silver prize. Research questions The dynamics between teachers, principals, and the cultures developed in these learning environments form the basis for our research questions. The explicit ques- tions in this study are: how do Excellence Award recipients achieve their excellence in teaching and guidance? Did the excellent teaching team create a unique school culture that helped them win the award for teaching excellence from the Ministry of Education? What factors contributed to teachers’ willingness to form a teaching team instead of keeping with their original habit of working alone? What is the overall contextual culture in which the teaching team is situated? How does the school prin- cipal’s leadership affect the school culture? What are the key factors that direct the development of a quality school culture? Literature review Relationship between school culture, teacher culture, and teacher behaviors School culture, varying from school to school, is an “inner reality” (Deal & Peterson, 1993) of schools that reflects the state of the school climate or learning environment. As Peterson (2002) states, “It is the set of norms, values and beliefs, rituals and cere- monies, symbols and stories that make up the ‘persona’ of the school. A school culture influences the ways people think, feel, and act” (p. 10). Teacher culture is a major as- IJEPL 10(4) 2015 Lee & Li Principal Leadership and Teacher Culture 2
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This study can be said
1) To portray a school significant initiative and the setting of the school's general instructor
culture that developed a recompense winning group at a grade school;
2) to...

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