Running head: FINAL PROJECT 1

Final Project: READY Works, Inc. and Hibiscus Elementary School

Darryl Lynn Jones, MAEd.

January 28, 2012

Argosy University

FINAL PROJECT 2

Abstract

“Clinical supervision and its evaluation instruments hinge on validation of

synergistic elements that can enrich the internal and external learning

environment; as well as foster cohesion among interrelated components”(Jones,

2012, p. 4, sub. 4). Expect that evidentiary is espoused by correlating the

impact of internal and external environment gatherings to influence the cognitive

development and academic performance of participating stakeholders. In other

word, interactions amid the stakeholder base provide a platform for

constructivist learning. The introduction of new information, into an environment

where it is openly shared and embellished, produces synergy. In addition,

concentricity of thought results in high-end cognitive processing. The

strengthening of bonding acumen reinforces fundamental subsistence needs that

illuminate commonality of purpose toward goal accomplishment. Suffice it to say

that specifics remain unveiled about why gregarious behavior tends to lend itself

to more unobstructed and consistently effective two-way communication. It is

edified by the frequency of interactions in conjunction with the establishment of

intelligible verbal as well as non-verbal communication cues; despite having less

than cursory knowledge about the secondary party. Hence, the school climate’s

cache of diverse value systems is impelled to extend outside of individual

comfort zones and seek methods to establish a bastion for intellectual growth;

along with undaunted transference tools of acquired knowledge.

FINAL PROJECT 3

Table of Contents

Abstract…………………………………………………………………………………………………… 2

Introduction………………………………………………………………………………………………. ..4

Within the Stronghold of Transformation…………………………………………………………………. 5

Professional Development Driven by Needs Assessment…………………………………………………. 6

Transformation Reinforcement toward Transition…………………………………………………………. 7

Supervision: Enriched Guidance with Authority…………………………………………………………... .7

Requisites toward School Climate Reform………………………………………………………………….. 8

Assessing the Assessment of School Climate Supervision………………………………………………… . 9

READY Works, Inc.: A 21st Century Remedy………………………………………………………………. 11

Empowerment Cultivates Innovation……………………………………………………………………….... 12

Personnel Evaluation Analysis: Clinical Supervisory Instrument for Administrators

and Teachers-

FINAL PROJECT 4

Table for the 5 Steps in Clinical Supervision ………………………………………………………………... 13

High-end Teacher Performance: A Panacea at Hibiscus Elementary School

by Maryam Khan……………………………………………………………………………….……………... 15

Conclusion……………………………………………………………………………………………………...17

References……………………………………………………………………………………………………....18

Appendix A-Field Notes

High-end Teacher Performance: A Panacea by Maryam Khan……………………………………………….. .20

Introduction

“Clinical supervision invokes processes and procedures designed to establish

individual and group learning objectives within the classroom, the community, the

home, and most importantly within the minds of learners”(Jones, 2012).

“Complementary adjustments that are consistent with school district demography,

vision, and mission maintain unyielding progression toward the elimination of

FINAL PROJECT 5

impingements to cultivation and growth within learner-centered school climates”

(Jones, 2012).

Exemplarily, Black males that live in Miami-Dade County, Florida have a

heightened risk of academic failure due to the number of female-headed households

without a husband present that comprise 27% or 162, 937 households which is 6.2%

higher than the state average (Miami-Dade County, 2011). The category grew by

21.9% or 21, 000 households by 2010 (Miami-Dade County, 2011). Historically.

youth ages 12 to 17 in Opa Locka, Florida and Miami Gardens, Florida accounted

for 50% of Miami-Dade County’s 2008 arrests; while 43.9% of the area’s children

under 17 years of age lived in poverty during 2009 (Miami-Dade County, 2010).

Recent national data (Musca Law, 2011),

“…shows an increase in the number of people, who are 23 years old and younger,

committing violent crimes. A similar study, conducted 44 years ago, concluded

that approximately 20 percent of young people are arrested for a criminal offense

by the age of 23. The most recent study concludes that over 30 percent of 23 year

olds have been arrested.”

Therefore, one of the primary targets of READY Works, Inc. and Hibiscus

Elementary School is to reduce the probability of criminal activity among school-

aged learners. Additionally parents, teachers, and administrators impel an

increase in the number of student-centered evaluation processes that allow

simultaneous opportunity for parenting skills development; along with multi-

ethnic literacy among academicians. In short, along with personnel evaluation

procedures, more concentric professional development curriculums are necessary in

order to transform mindsets toward behavior changes that promote immediate

internalization by students, parents, support staff, and the surrounding

FINAL PROJECT 6

community. Complementarily, the formation of collegial groups during in-service

workshops, the creation of co-teaching teams, the derivation of formal and

informal personnel evaluation discussions, along with a myriad of hierarchical

interactions; are sought to be optimally utilized.

Within the Stronghold of Transformation

Supervisory theorists understand that the human condition is unpredictable;

hence capable of amazing unexpected achievements (Changing Minds, 2011; Jones,

2012). To that end, oversight styles utilized by management personnel, in order

to maximize and enhance quantitative as well as qualitative outcomes, must be

parallel and congruent with the supervised person(s) personality characteristics.

Along with that, instructional strategies invoked by administration require

congruence with instructor(s) bravura so that students are provided with optimal

opportunity to embellish, retain, and transfer taught concepts. Clearly, the best

supervisors are those who instill confidence within subordinates, condone

professional feedback, and remain cognizant of stakeholders’ subsistence needs.

Theoretical Assumptions

Stakeholders expect particular responses from supervisors. Expectations and

professional behavior become inconsistent when mixed signals are conveyed; hence

resulting in cognitive dissonance (Glickman, Gordon, & Ross-Gordon, 2007; Jones,

2012). In other words, individual perspectives exuded by all personnel create the

basis for impartation of activities designed to assist with didactic nuances

FINAL PROJECT 7

within the school setting. Suffice it to say that one’s self-perspective coupled

with others’ opinions of self-worth create a platform from which workplace

relationships are established. As one gleans evidentiary, conclusions about one’s

own value are developed and reinforced by that of co-workers and superiors;

albeit inferences may be inaccurate thus resulting in less than adequately

substantiated behavioral assumptions.

Despite the specificity delineated by (Glickman, Gordon, & Ross-Gordon,

2007; Jones, 2012) categories of interpersonal supervisory behavior that drive

multiple cognitive responses throughout the communication process; acute

observation, openness, and confrontation are requisite in order for involved

parties to meld toward concentric actions within coterminous procedures and

policies. In other words, supervisors are responsible for maintaining macro-

vision regardless of the opinions stakeholders possess about obfuscations edified

by differences in ones’ employment responsibilities. For example, the non-

directive, collaborative, directive informational, and directive control

approaches of supervision accentuate strengths and weaknesses of interactive

workplace components (Glickman, Gordon, & Ross-Gordon, 2007; Jones, 2012).

Therefore, situational combinations of the aforementioned reap high-end

outcomes more often than isolated use because effective management and

supervision compel constant chameleon-like acclimations. Suffice it to say that a

superior that does not accept feedback from subordinates, as well as one that

does not invoke strict direction, stymies and many times impugns collective

efforts; thus impeding goal accomplishment throughout the stakeholder base.

Current Practices

READY Works, Inc.’s administration is in the process of determining where

its edifiers’ commitments inhabit. As a result, strict direction is tertiary

while collaborative and non-directional input is primary toward establishment of

FINAL PROJECT 8

market-share and revenue-streams. Complementarily and finally, the directive

informational approach is secondary; in order to validate feedback, as well as

identify opportunities that requires immediate concentrated collective attention

toward garnering speedy and prime stakeholder beneficence.

Professional Development Driven by Needs Assessment

Academic success requires decisions that are deliberate, as well as

situationally responsive, toward transformation of attitudes that impinge diverse

concept embellishment. Instructors and students are learners within a lifelong

process which covets all aspects of worldly, as well as intergalactic, existence.

Suffice it to say that administrative alignment, of instructional strategies,

curriculum, and extra-curricular activities, along with effective reinforcement,

is intertwined with professional development (Dolejs, 2006; Jones, 2012).

Steps Toward Alignment

It is apparent from centuries of pragmatism that the sooner learners’

exposure to core tenets of subject matter is piqued; so is the speed of its

comprehension, retention, and transference (Manley & Hawkins, 2010; Jones, 2012).

For example, organizational vision with measurement procedures, curriculum, its

exercises, and home-learning activities, use pupils’ outlooks to guide the

direction of instructors’ development; along with oversight of directorial ideas

(Manley & Hawkins, 2010; Jones, 2012).

Furthermore, (Corallo & McDonald, 2002; Jones, 2012) the formation of study

groups that are facilitated by aspirants with a pre-established set of objectives

is one method proven effective toward inauguration of alliance among professional

development activities and curriculum. As one recognizes, it is complementary

with collaborative learning that is coaching-oriented, reflection reinforced, and

action-driven (Association for Supervision & Curriculum Development, 2007; Jones,

2012).

FINAL PROJECT 9

Finally, school administrators are best served by incessantly querying

parents, staff, instructors and students in order to ensure effective

professional development objectives; in conjunction with performance appraisals

and commensurate incentives. Suffice it to say that every school district’s

budget is not solvent enough to host top-level rewards for like performance.

Notwithstanding, professional development activities are not designed to only

facilitate parallelism within the internal school environment. It is requisite

for didactic culture transformation toward policies and procedures transition; so

that incongruence amid students’ learning styles, teachers’ instruction bravura,

administration’s oversight compulsories, and parents’ hope for safe and

productive futures is not exacerbated (United States Department of Education,

1998; Jones, 2012).

Transformation Reinforcement Toward Transition

Administrators rely on information to determine failures and achievements

within respective bailiwicks. Tools that ease acquisition, analysis, evaluation,

creation of remedies, as well as implementation with post-assessment, reinforce

vision and mission for stakeholders. Common behavioral variations compel

incessant oversight to ensure that intended direction is established as obstacles

materialize and influence the instruction flow. Suffice it to say that adult

learning theories (Merriam, 2008; Taylor, 2008; Jones, 2012) validate cognitively

intertwined universal constants. In order for one to attain as well as sustain

homeostasis, identification and acceptance of life’s componential relationships

is compulsory. For example independent, goal-oriented, and practical learning

FINAL PROJECT 10

represent options to which a supervisor has access in order to redirect efforts

toward optimal strategic plan accomplishments within erudition auspices (Argosy

University, 2011; Jones, 2012).

Supervision: Enriched Guidance with Authority

Supervision commands an amalgam of skills, from the empowered few, and

resources in order to maximize institutional outcomes toward optimal stakeholder

learning gains. The basis from which direction of effort, as well as quality of

focus and scope of services, is derived and reinforced by supervisors’ goals;

along with strategic objectives that edify general pedagogic principles. As a

result expect that reliance on diverse thought processes, which originate from a

myriad of ancestries, burgeon cause for promoting similar circumstances within

the internal and external environments from which educators and students are

harvested. Suffice to say that Florida’s multi-ethnic sub-culture fosters like

diversity which compels intense immersion into the clinical supervision bailiwick

(D & S Associates, 2011; Florida Department of Education, 2011; Psychceu.com,

2011; Jones, 2012). Exertions are created and sustained, in order to afford

immigrants and indigenous descendants unconstrained opportunities, to encourage

swift and efficacious assimilation into mainstream American society.

Role of the Clinical Supervisor

Clinicians are pragmatists who identify behavioral, physical, as well as

physiological deficiencies, in conjunction with activities planning, to pique

actions toward desired modifications (D & S Associates, 2011; Jones, 2012).

Comparably, the clinical supervisor embellishes characteristics of a pragmatic

constructivist headed for change that assists recipients with transforming

thought processes (Lambert, Walker, Zimmerman, & Cooper, 2002; Jones, 2012).

Successful achievement influences behavioral fluctuations toward transference of

facts and acquired skill into real-life circumstances that are longitudinally

FINAL PROJECT 11

retained. In other words, albeit most clinical supervisors have authority to

enlist and dismiss participants from a study, the didactic version of clinical

supervision is akin to that of situational leadership toward forging impressions

of validity in favor of creating a life-long educational environment for

stakeholders (Glickman, Gordon, & Ross-Gordon, 2007; Jones, 2012).

To that end, the supervisor is similar to a chief executive who has a myriad

of resources available, within a cache of diverse micro-scaled circumstances,

which are needed to maximize tranquility and prosperity. In short, the role

aspires to glean balance for stakeholders pursuant to logistical and

environmental considerations for coterminous ethical as well as statutory

parameters. Thus, guidance is the supervisor’s philosophical focus along with the

use of situational needs to validate invocation of stringent authoritarian

principles in order to maintain group motivation and scope.

Requisites toward School Climate Reform

School reform encompasses an amalgam of prerequisites that derive from

detailed information gathering, analysis, and feedback from internal and external

environment components. One of the critical parts of the process is the on-site

climate in re constituents’ origin, ethnicity, and culture along with student

demographics. Without careful observation, accurate data, valid correlates, and

homeostatically precise conclusions; optimal adjustments to the milieu are not

attainable. In short, it creates circumstances toward assessments, evaluations,

and implementations which fuel the macro strategic plan for the school district,

the state department of education, in conjunction with national education

objectives and guidelines (Argosy University, 2011; Jones, 2012).

Reactions to School Climate

An amalgam of stakeholders’ riposte originate from ones’ initial encounter

with any school’s setting; which starts with facilities appeal (Glickman, Gordon,

FINAL PROJECT 12

& Ross-Gordon, 2007; Jones, 2012). Attitudinal influences on learners’ outcomes

begin with the school’s outer appearance; including yet not limited to the lawn,

fences, gutters, sidewalks, windows, floors, lighting as well as doors; along

with all facilities-related items and maintenance procedures.

Obviously, (Scott, 2007; Ungor, 2008; Jones, 2012) environmental stressors

undeniably contribute to subconscious physiological variances which lead to

behavioral modifications; such as bullying, teacher/management conflicts,

parent/student/teacher incidents, as well as a myriad of issues which

administration must ameliorate toward eradication. In other words, students

observe behavior within particular settings; and glean specific instruction from

parents in re behavioral expectations. It is prevalent that outsiders presume

professionalism and cooperation, as well as statutory compliance, from the extent

to which school administrators direct preparation and facilities maintenance to

serve students.

As well, availability of counseling services edifies both sides of the

dichotomy toward the one that is present in one’s existing school scene. In

short, school counselors are crucial toward school climate management as is

consistent enforcement of policies and procedures by teachers and supervisors.

Furthermore, community involvement with school activities glean evidentiary

from parents, teachers, and local businesses that contribute to the subsistence

and recreational sustenance of its stakeholders. On-site nuances create stressors

which determine the level of cooperation interdicted by participants that require

supervision’s immediate attention (Association for Supervision & Curriculum

Development, 2007; Jones, 2012). Suffice it to say that all the aforementioned

elements encumber residuals from the internal school environment.

The Supervisory Response

FINAL PROJECT 13

Specific policies and procedures routinely refine instructional strategies

through formal and informal needs assessments. Succinctly, situational variations

command impromptu action from supervisors. As a result, appropriate proactivity

toward embellishment of formal edict with parallel action, as well as

dissemination of rejoinder throughout a school’s hierarchy, catalyzes efficacious

synergism. In other words, supervisors expect challenges while preparing to

provide for circumvention of the worst circumstances; thus, in keeping with

enterprise risk management principles, vertical and lateral two-way communication

among stakeholders is the best practice (Glickman, Gordon, & Ross-Gordon, 2007;

Jones, 2012).

Finally, (Scott, 2007; Ungor, 2008; Jones, 2012) school climates that are

spearheaded by lackluster facilities and paltry logistical support produce more

incidences of conflict. Therefore, the burden is heavier on supervision within

those bailiwicks; thus demanding impeccable expertise in order to facilitate non-

palliative change.

Assessing the Assessment of School Climate Supervision

“Table for Metaevaluation of Supervision” (Jones, 2012)Evaluated Phenomenon1.Technical Competence

FINAL PROJECT 14

2.Cooperation

3.Judgment

FINAL PROJECT 15

READY Works, Inc.: A 21st Century Remedy

Students’ needs impel administrators to invoke oversight that facilitates

ease of cognitive parallelism toward maximal concept retention and transference.

FINAL PROJECT 16

Too often, instructors are extended classroom non-obtrusions that, if left

unchecked in re school district and school-site objectives, obfuscate internal

and external environmental relationships (Glickman, Gordon, & Ross-Gordon, 2007;

Franke, 2009; Jones, 2012). Cohesion among dichotomous components, that are

paradoxically similar, requires clear two-way communication paths in order to

establish instructional and administrative best practices (Franke, 2009; Jones,

2012).

READY Works, Inc.

Administration has the dubious distinction of making decisions based on

observation and research; so that the majority of its conclusions are based on

deductive reasoning supported by reliable data. All of which, reinforce the

strategic plan as well as its adjustments that are requisite in order for the

organization, along with faculty and its support staff, to remain concentric and

coterminous in scope (Glickman, Gordon, & Ross-Gordon, 2007; Franke, 2009; Jones,

2012). To that end, READY Works, Inc. evaluates its faculty and staff strictly

based on past student performance data, learners’ improvement variance, internal

and external environmental relationship establishment, in conjunction with

attitudes toward unceasingly seeking means toward assisting students with

overcoming cognitive obstacles (Jones, 2012). The brunt of performance appraisal

objectives hinge on imparting facts about parental involvement; and delineation

of why increased awareness about the home environment affects seemingly unrelated

student behavior. Therefore, personnel are queried daily about the frequency of

documented interactions with parents; to include providing brief written

explanations about students’ progress at the end of each session (Jones, 2012).

Furthermore, instructors are required to speak with parents directly about

environmental changes and behavioral nuances, since it may indicate caveats

toward long-term deleterious reactions to the current environment; thus

FINAL PROJECT 17

compelling heightened oversight at-home and in the classroom (Jones, 2012).

Suffice it to say that all correspondence and instructors’ notes are

indemnifiably retained in the students’ class file; while personnel performance

appraisals with related communications are retained in secure individual

personnel files (Jones, 2012).

Albeit READY Works, Inc. is in the embryonic stage of hierarchical and

market-share development; its core personnel philosophy and support tools prove

accurate, as well as adequate, toward hosting rapid growth in conjunction with

deliberate oversight. Student learning outcomes, for the first 18 months of

operation without funding, edify its commitment to innovatively cultivate

stakeholder relationships (Jones, 2012). To parents’ surprise, students eagerly

ask to attend tutoring sessions while parentages remember past difficulties with

getting like cooperation. Finally, open-ended two-way communication proves to be

a key indicator of educational deficiencies and strides; along with instructional

and administrative effectiveness (Glickman, Gordon, & Ross-Gordon, 2007; Franke,

2009; Jones, 2012).

Empowerment Cultivates Innovation

Debate about the extent to which teachers need more responsibility, as well

as accountability within the learning process, expects to unveil truths about why

so many people countervail when confronted by collective bargaining agreements.

Empowerment is a necessity that creates cost effectiveness, edifies

professionalism, and increases one’s ability to perform on behalf of diverse

populations; particularly in remote urban and/or rural locations (Glickman,

Gordon, & Ross-Gordon, 2007; Jones, 2012). Specifically, multi-tasking is a skill

that includes, yet not limited to, bilingualism along with the cognitive ability

FINAL PROJECT 18

to accurately solve problems using synergistic means and methods (Glickman,

Gordon, & Ross-Gordon, 2007; Jones, 2012).

Consequences of Unaddressed Educational Challenges

Education combats technical competency reform within the most diverse

student population in the world. Public secondary, middle, and elementary schools

are overflowing with learners from all over the world in some of the most rural

sections of the country. For example, Ziebach County, South Dakota is known for

its harsh winters, high unemployment, extremely high poverty rate and dense

Native American population (Garrigan, 2010; Jones, 2012). As a result, the county

is one of the ripest areas in which to relocate if one has an amalgam of skills

that can assist with increasing the local population’s marketability. Another

attraction is affordable living expenses and low property values (Garrigan, 2010;

Jones, 2012).

Suffice it to say, rural towns are not quick to entrust children with

someone who does not possess a blend of professional competencies. Paltry tax

revenues and sagging local economies impel instructors, along with

administrators, to have more accountability and responsibility to students’

families because no one else has the requisite skill needed to optimally

circumvent the community’s educational concerns (Lambert, Walker, Zimmerman, &

Cooper, 2002; Glickman, Gordon, & Ross-Gordon, 2007; Garrigan, 2010; Jones,

2012). Without highly competent and trusted academicians, rural learners are left

with little hope for ascending beyond that which is in one’s immediacy. If

teachers and administrators are prohibited from extending the classroom beyond

the school building; expect learners to display the cognitive consequences of the

aforementioned restrictions (Lambert, Walker, Zimmerman, & Cooper, 2002; Merriam,

2008; Taylor, 2008; Marzano, Frontier, & Livingston, 2011; Jones, 2012).

Overcoming the Obstacles

FINAL PROJECT 19

To that end, job enrichment and job enlargement are commonplace among rural

educators and didactic administrators. Multiple duties keep employee turnover at

a minimum; while bolstering professionalism toward maintaining an operationally

efficacious educational institution and district. Exemplarily, instructional

responsibility included in a principal’s contract helps the school’s budget to

forego the use of substitute teachers. It is an irrefutable advantage for cost

conscious remote school districts. As well, combining small classrooms in the

event of multiple absentee teachers gives co-teaching full opportunity to

accentuate strengths and deficiencies of current instructional strategies and

curriculum (Glickman, Gordon, & Ross-Gordon, 2007; Jones, 2012).

Additionally, lesson plan flexibility is critical toward alignment of

curriculums with occupations that are within learners’ immediate grasp. For

example, the ability to adjust lesson plans, to include a trip to a local

employer and/or nearby college in conjunction with a school campus visit by a

manager from a like entity, elucidates the probability of the showcased

profession being chosen by students (Glickman, Gordon, & Ross-Gordon, 2007;

Merriam, 2008; Taylor, 2008; Marzano, Frontier, & Livingston, 2011; Jones, 2012).

In short, the world has much to offer learners who are aware that it extends

well past olfactory, sight, sound, and touch. Meanwhile, administrators and

teachers are accountable and responsible for ensuring that students are provided

ample opportunity to break behavioral and familial cycles.

“Table for the 5 Steps in Clinical Supervision” (Jones, 2012, p. 2)

FINAL PROJECT 20

Clinical Supervisory Steps inre Personnel EvaluationInstrument

1.Pre-observation conference/goal-setting

2.Observation

3. Analysis andstrategy

4.Post- observation conference

5.Post-observation analysis

Section I Planning Assessment

Technical competency, formation of collegial groups, and lessonplan preparation

Documentation of events in re parent/student behavior

Lesson plananalysis and refinement

Affirmation with clarification of internal and external environmental circumstances

Evaluation of strategies and outcomes

Section IIStudent Achievement

Embellishment of past student/teacher performance

Documentation of events in re studentbehavior

Lesson plananalysis and refinement toward improvement

Information sharing with parents, school administrators, and school counselors

Evaluation of strategies and outcomes

Section IVSafety andLearning Environment

National, state, anddistrict guidelinesare reviewed along withvalidationof moral impasses and espousal of the school’s policy andexpectations

Documentation of incidents and inadequatefacilities

Logistical management of classroom and school resources along with use of homeand community toward didactic optimization

Information gatheringand sharing across the stakeholder base to bolster the school climate’spedagogiceffectiveness

Evaluation of strategies and outcomes

Section V Communication and Community Relations

Formation of collegial groups during in-service workshops with co-teaching partnerships

Documentation of variances and synergistic effectiveness

Appropriateness of resources and like availability of requisite sources to enrich the learning environment

Information gatheringand sharing through events and activities sponsoredby the school and the

Evaluation of strategies and outcomes

FINAL PROJECT 21

High-end Teacher Performance at Hibiscus Elementary School

By Maryam Khan

Informal conferences are common among elementary school stakeholders that

expect a learner-friendly school climate. School teachers routinely, as well as

inadvertently, seek knowledge for intrinsic and extrinsic iteration. In other

words, seemingly unrelated one-on-one gatherings undeniably reinforce congruent

and dissuade incongruent value systems. Consistent conversations and other

correspondence optimize procedures chosen to ensure that communication is

coherent and frequent so that intervention in the external environment will be

more easily attained.

For example, three times per week there is a meeting of school

administrators, staff, and faculty that attempts to identify and rectify

obstacles to high-end student learning outcomes. Suffice it to say that all high-

end job performances must have three identified and implemented components of

concentration for administrators; such as achievable standards, step by step

recognition and incentive, as well as competition. Most instructors support

instructional strategies that include objectives within the scope of their

expertise and for which they receive accolades in addition to their monthly

salary. Prior to that, the new administrator must find out how the school is

currently managed; are incentives offered? What are instructor teaching style

preferences? What are student learning style preferences? What items are valued

by both groups?

FINAL PROJECT 22

For example, upon arrival to the school site that touts low morale and

instructional performance, compulsory administrative action is to identify

instructors who fit the description. In other words, an individual meeting with

each teacher is critical for the administrator to assess who is willing to work

toward improvement. Those who have agendas contrary to the principal will be

advised of the increased student learning objectives that will be monitored daily

by the school’s office. The standards include more formative quizzes from which

the instructor will give incentives to students like extra free time and

increased use of video learning tools.

At the beginning of every week, an announcement is made about student

contests for reading supremacy; including the five most improved individuals and

teams at the end of each quarter. Results are posted on the cafeteria bulletin

board and to be announced at four events throughout the school year. The final

cumulative annual awards will be announced at the final school assembly prior to

end of the year dismissal. Moreover, the names of the quarterly and annual

winners are posted in the school’s hallway near the office and in the classroom.

Along with that, teacher recognition will take place at the same time and the

names of the quarterly as well as the annual winners will be posted adjacent to

the school’s office.

The quarterly standards of student academic achievement are:

1. reading proficiency increased by less than one grade level-awarded a reading

star

2. one grade level increase but less than two grade levels-awarded a reading star

and a moon

3. two level increase or more-awarded a star, a moon, and a sun.

Clearly, the analogy exploited here is that of ruling one’s universe through

education. The relationship between the students’ out of school existence,

FINAL PROJECT 23

walking home, riding a bike, playing in the backyard, or sitting in one’s bedroom

will be linked to the speed with which the learner increases reading proficiency.

The instructors are awarded flex time and monetary incentive external to

their collective bargaining agreement throughout the year. For example, at the

end of every quarter, each teacher will be awarded one point for every student

that shows an increase of less than two grade levels. The teacher who documents

student learning advances of two grade levels or more will be awarded five points

per student. Moreover, the five best students from each class will compete at a

“READ OFF” to be held at the final assembly. During the “READ OFF” a variety of

text will be read by each group during the final school assembly. Performances

are graded by a small panel of stakeholders that represent the community’s

diversity. The teacher with the most points at the end of the year will be

awarded a “Teacher of the Year” plaque. The teacher of the year announcement will

be made at the beginning of the final school assembly.

The justifications for the contest are based on the need for students to

relate school work with past, current, and future life outside of school. As

well, the best justification for the teachers’ contest is the elimination of

marginal instructors whose students do not perform well enough to earn the

instructor a minimum number of points by the end of the year.

FINAL PROJECT 24

Conclusion

Pedagogic philosophy, policies, and procedures originate from needs

assessments orchestrated as a result of listening to stakeholders who participate

in programs that fall short of community needs. Incessant encouragement is given

so that parents and other stakeholders will not lose hope. Multi-faceted programs

allow frequent participation by learners who may be excluded from other options

due to extreme academic deficiencies; exacerbated by exposure to incongruent

teaching styles and undifferentiation displayed by parents, faculty and support

staff that originates from inadequate communication. Feedback from peers during

online interactions; including and not limited to discussion thread sharing and

extra-curricular webinars like student activities night, virtual library tour,

Turnitin and APA skill enhancement, along with the professionalism series

contribute to positive deduction. Clearly meetings facilitate expression and

elucidate the external environment in conjunction with edifying institutional

mission as well as illuminating oligarchical vision. Therefore, frequent

stakeholder gatherings create a forum for candid sharing and reflection that

FINAL PROJECT 25

sustain assessments of personnel, curriculum, instructional strategies, student

learning outcomes, along with the school climate.

References

Argosy University. (2012). Evaluation instrument for administrators and teachers.

E6350 Advanced Supervision of Curriculum & Instruction. Webliography. Retrieved from

http://myeclassonline.com/re/DotNextLaunch.asp?

courseid=6227106&userid=7210122&sessionid=ceb55bb832&tabid

FINAL PROJECT 26

D & S Associates. (2011). 16 Hour critical issues in clinical supervision - 2 day

required course for Florida clinical supervisors certification. Retrieved

from

http://www.dandsassociates.net/health_seminars/seminar_16hours_clinical_supe

rvision.htm

Glickman, C., Gordon, S., & Ross-Gordon, J. (2007) SuperVision and instructional

leadership: A developmental approach. (7th ed.). Boston, MA: Allyn and Bacon.

Chapter 4, 5. Retrieved from https://login.libproxy.edmc.edu/login?=?

url=http://search.proquest.com.libproxy.edmc.edu/docview/199664997?

accountid=34899

Hopkins, W. & Moore, K. (1993). Clinical supervision: A practical guide to student teacher

supervision. Chapter 6: Models of Supervision. Retrieved from

http://engres.ied.edu.hk/s-teaching/articles/9%2520Summary%2520of

%2520_Models%2520of%2520s

Jones, D. (2011). Within the stronghold of transformation. E6350 Advanced Supervision

of Curriculum & Instruction. module 1 assignment 2. Argosy University.

Jones, D. (2011). Professional development driven by needs assessment. E6350

Advanced Supervision of Curriculum & Instruction. module 2 assignment 1. Argosy University.

Jones, D. (2011). Transformation reinforcement toward transition. E6350 Advanced

Supervision of Curriculum & Instruction. module 2 assignment 2. Argosy University.

Jones, D. (2011). Supervision: Enriched guidance with authority. E6350 Advanced

Supervision of Curriculum & Instruction. module 3 assignment 1. Argosy University.

Jones, D. (2012). Requisites toward school climate reform. E6350 Advanced Supervision

of Curriculum & Instruction. module 4 assignment 1. Argosy University.

Jones, D. (2012). Assessing the assessment of school climate supervision. E6350

Advanced Supervision of Curriculum & Instruction. module 5 assignment 1. Argosy University.

FINAL PROJECT 27

Jones, D. (2012). READY Works, Inc.: A 21st century remedy. E6350 Advanced Supervision

of Curriculum & Instruction. module 6 assignment 1. Argosy University.

Jones, D. (2012). Personnel evaluation: Clinical supervisory instrument for

administrators and teachers.

E6350 Advanced Supervision of Curriculum & Instruction. module 7 assignment 1. Argosy University.

Jones, D. (2012). Empowerment cultivates innovation. E6350 Advanced Supervision of

Curriculum & Instruction. module 7 assignment 2. Argosy University.

Khan, M. (2010). High-end teacher performance: A Panacea . E7335 Advanced

Supervision of Curriculum and Instruction. Argosy University.

Lambert, L., Walker, D., Zimmerman, D., & Cooper, J. (2002). The constructivist leader.

(2nd ed.). New York, NY: Teachers College Press.

Marzano, R., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the

art and science of teaching. Alexandria, VA: Association for Supervision and

Curriculum Development. Chapter 2. Retrieved from www.ascd.org

Merriam, S. (2008). Adult learning theory for the twenty-first century. In: Third

Update on Adult Learning Theory. Sharon Merriam (ed.). New Directions for Adult and Continuing

Education. Fall 2008. 119. Jossey-Bass: San Francisco, CA. 93-98.

Miami-Dade County. (2011). Census tract. Planning and Zoning Department.

Retrieved from http://www.miamidade.gov/planzone/planning_research.asp

Miami-Dade County. (2010). Individuals in poverty. Retrieved from

www.miamidade.gov/planzone/librarycensus.asp

Musca Law. (2011). Crime statistics. Retrieved from

http://www.muscalaw.com/blog/2011/12/23/statistics-point-increase-violent-

crimes-committed

FINAL PROJECT 28

Appendix A

Field Notes

High-End Teacher Performance: A Panacea

High-end teacher job performance, in order to achieve it consistently, must

have three identified and implemented components of concentration for

administrators; achievable standards, step by step recognition and incentive, as

well as competition. Most instructors support instructional strategies that

include objectives within the scope of their expertise and for which they receive

accolades in addition to their monthly salary. Prior to that, the new

administrator must find out how the school is currently managed; are incentives

offered? What are instructor teaching style preferences? What are student

learning style preferences? What items are valued by both groups?

FINAL PROJECT 29

For example, upon arrival to the school site with low morale and

instructional performance, the first compulsory administrative action is to

identify instructors who fit the description. In other words, an individual

meeting with each teacher is critical for the administrator to assess who is

willing to work toward improvement. Those who have agendas contrary to the

principal will be advised of the increased student learning objectives that will

be monitored daily by the school’s office. The standards will include more

formative quizzes from which the instructor will give incentives to students like

extra free time and increased use of video learning tools.

At the beginning of every week, an announcement will be made about the

student contest for reading supremacy including the five most improved

individuals and teams at the end of each quarter to be posted on the cafeteria

bulletin board and to be announced at four major athletic events throughout the

school year; homecoming football game, homecoming basketball game, homecoming

track meet, and the homecoming baseball game. The final cumulative annual awards

will be announced at the final school assembly prior to end of the year

dismissal. Moreover, the names of the quarterly and annual winners will be posted

in the school’s hallway near the trophy case. Along with that, teacher

recognition will take place at the same time and the names of the quarterly as

well as the annual winners will be posted adjacent to the school’s athletic

trophy case.

The quarterly standards of student academic achievement are:

1. reading proficiency increased by less than one grade level-awarded a reading

star

2. one grade level increase but less than two grade levels-awarded a reading star

and a moon

3. two level increase or more-awarded a star, a moon, and a sun.

FINAL PROJECT 30

Clearly, the analogy exploited here is that of ruling one’s universe through

education. The relationship between the students’ out of school existence,

walking home, riding a bike, playing in the backyard, or sitting in one’s bedroom

will be linked to the speed with which the learner increases reading proficiency.

The instructors will be awarded flex time and monetary incentive external to

their collective bargaining agreement throughout the year. For example, at the

end of every quarter, each teacher will be awarded one point for every student

that shows an increase of less than two grade levels. The teacher who documents

student learning increases of two grade levels or more will be awarded five

points per student. Moreover, the five best students from each class will compete

at a “READ OFF” to be held at the final assembly. During that “READ OFF”, a

variety of text will be read by each group on stage, in front of the whole

school, to be graded by a famous author; to be determined. The teacher with the

most points at the end of the year will be awarded a “Teacher of the Year”

plaque, a $500 gift certificate, and the honor of assisting the famous author

with grading the “READ OFF” performances. The teacher of the year announcement

will be made at the beginning of the final school assembly.

The justifications for the contest are based on the need for students to

relate school work with past, current, and future life outside of school. As

well, the best justification for the teachers’ contest is the elimination of

marginal instructors whose students do not perform well enough to earn the

instructor a minimum number of points by the end of the year.