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Saved by Marged Dudek
on April 21, 2013 at 11:24:46 am
 

 

Collaborative School Improvement Processes [i]

 

 

Course Number     List a course number that your university allows for workshops in education.

 

Workshop Name    Collaborative School Improvement Processes

 

Instructor of Record[ii]

 

                Name   Provide full name. 

 

Highest Degree  List highest degree obtained. 

 

                Contact Information Supply phone number and email address.

 

Credit Hours  Supply semester or quarter hours here.

 

The workshop includes three units of equivalent length. Each unit involves 15 hours of “face-to-face” time either in person or online and 30 hours of independent work (e.g., projects, applications in the classroom or school, and so on).  A 1-semester hour version of the workshop will entail completion of one of the three units that comprise the workshop, a 2-semester hour version will entail completion of two of the units, and a 3-semester hour version will entail completion of all three units.[iii]  

 

Workshop Description

 

This workshop is intended mainly for use by principals, but can benefit anyone. 

 

Workshop Objectives

 

Unit One Objectives Keyed to Established Standards (Educational Leadership Constituents Council--ELCC, Ohio Master Teacher Criteria--O.MT.C, Ohio Standards for Principals--OP, Ohio Standards for Superintendents--OS, Ohio Standards for the Teaching Profession--OT) 

 

ELCC.1.4.B.a. Candidates demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision.

ELCC.1.5.B.b. Candidates acquire and demonstrate the skills needed to communicate effectively with all stakeholders about implementation of the vision.

ELCC.1.5.D.a. Candidates demonstrate the ability to bring together and communicate effectively with stakeholders within the district and the larger community concerning implementation and realization of the vision.

ELCC.3.2.B.a. Candidates demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision.

ELCC.3.2.B.b. Candidates develop communications plans for staff that includes opportunities for staff to develop their family and community collaboration skills.  

ELCC.3.2.D.a. Candidates demonstrate the ability to involve stakeholders in aligning resources and priorities to maximize ownership and accountability.

ELCC.3.2.D.b. Candidates can use appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the district vision.

ELCC.4.2.D.c. Candidates demonstrate the ability to interact effectively with individuals and groups that reflect conflicting perspectives.

O.S.2.1 Demonstrate communication competence with all stakeholders.

O.S.2.4 Communicate effectively and openly and demonstrate a willingness to collaborate with external stakeholders.

O.MT.B. Focused Collaboration: Master Teachers work with educators, students, families and communities to create relationships; share knowledge, practice and responsibility; communicate effectively and support student learning. They respond to the needs of their colleagues and students in a timely and competent manner.

 

Unit Two Objectives Keyed to Established Standards (Educational Leadership Constituents Council--ELCC, Ohio Master Teacher Criteria--O.MT.C, Ohio Standards for Principals--OP, Ohio Standards for Superintendents--OS, Ohio Standards for the Teaching Profession--OT) 

 

ELCC.1.4.D.b. Candidates understand the theory and research related to organizational and educational leadership and engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals.

ELCC.2.4.B.b. Candidates demonstrate the ability to use strategies such as observations, collaborative reflection, and adult learning strategies to form comprehensive professional growth plans with teachers and other school personnel.

ELCC.2.4.D.b. Candidates demonstrate the ability to use strategies such as observations and collaborative reflection to help form comprehensive professional growth plans with district and school personnel.

ELCC.3.2.B.a. Candidates demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision. 

ELCC.3.2.D.b. Candidates can use appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the district vision. 

ELCC.4.2.D.c. Candidates demonstrate the ability to interact effectively with individuals and groups that reflect conflicting perspectives.

IS.1.B. Collect and use data to identify goals, assess organizational effectiveness, and promote organizational learning. 

IS.2.A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations.

IS.4.A. Collect and analyze data and information pertinent to the educational environment.

O.S.1.2 Expect, model and support the effective use of data.

O.P.2.5 Principals understand, encourage and facilitate the effective use of data by staff.

O.P.4.1 Principals promote a collaborative learning culture. 

O.P.4.2 Principals share leadership with staff, students, parents and community members.

O.T.6.3 Teachers collaborate effectively with other teachers, administrators and school and district staff.

O.MT.B. Focused Collaboration: Master Teachers work with educators, students, families and communities to create relationships; share knowledge, practice and responsibility; communicate effectively and support student learning. They respond to the needs of their colleagues and students in a timely and competent manner.

 

 

 

 

Course Content 

 

Unit One: The Collaborative Process 

 

Unit Two: Collaborative Structures

 

Unit Three: Collaborative Processes in Action

 

 

  

Grading Procedures

 

Often workshops are graded on a pass-fail basis. For each unit, obtaining at least proficient performance on each activity should be used as the indicator of a passing score for that unit. For workshops that combine two or three of the units, passing scores on both or all three of the units should equate to a passing grade in the course. If an instructor decides to offer the workshop for a letter grade, he or she will need to determine how activities will be weighted and how rubric ratings will translate into letter grades. 

 

Attendance/Participation

 

Supply this information based on the guidelines of the university that is offering the workshop.

 

Additional Information

 

Supply any additional information here.

 

 

 

 


[i] Attach the curriculum vitae for the instructor of record.

[ii] If the actual workshop facilitator differs from the instructor of record, list his or her name in parentheses after the name of the instructor of record and his or her contact information in parentheses after the contact information of the instructor of record. Also attach the curriculum vitae for the workshop facilitator.

[iii]A 1.5-quarter hour version will entail completion of one of the three units, a 3-quarter hour version will entail completion of two of the units, and a 4.5-quarter hour version will entail completion of all three units.

 

 

 

 

 

 

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