The Need for Change (original) (raw)

Frameworks of Supervision - As Presented by Sergiovanni & Starratt

In this reflection paper I address the need for school renewal through the creation of proper frameworks for supervision. These improved formats foster a healthy schoolwide learning culture. I discuss why I feel such renewal is necessary in traditional Jewish schools despite the relative success rates- including a discussion of why these initiatives fail, and how investing in strong leadership can be the solution.

The Danielson Method examined and modified for Jewish Schools

In this paper, I review best practices for an evaluation framework including the tools used for its implementation. Pulling inspiration from both national and state procedures, I develop a basic framework for supervision, which, I believe, can be potentially utilized in any school that desires to achieve school renewal and success.

Current Models and Trends for Supervision within Jewish Ultra-Orthodox and Hassidic Schools

In this research paper - after a brief summary of the current abysmal state of education in the U.S., I briefly discuss the current most common model and rationale for supervision – and as such, most commonly used formats within both public and private formats for education, including but not limited to, Jewish Ultra-Orthodox private schools. This description of this format includes the supervisory style used within the school I currently work for as well. After briefly introducing the report, I then discuss how the solutions presented in the report match current framework for best educational practice as discussed by various educational experts (Sergiovanni & Starratt, 2007; Danielson, 2007; Ornstein & Hunkins, 2013). Following that discussion, I present how the current model for supervision most commonly used within Jewish Orthodox Schools, are practices that conflict with current research for optimal supervision. Following my review of the current educational environment, I discuss how the current framework for supervision within Jewish schools came to be, and why they are, in many cases, failing their communities. I then present my philosophy on best frameworks for education, supervision, and evaluation, and question how one should attempt to fix the leadership system in my school and others. I conclude that the system is broken and although they have the ability to fix it, current leadership has very little reason to do so. I therefore conclude that if future educational leaders desire to incorporate better professional practice within the Ultra-Orthodox community, they will have to buck the trend and create their own educational institutions, as only such institutions will be able to incorporate the optimal frameworks of practice.

Getzels Communities Dimension and Different Jewish Organizational Structures

All organizations rely on some model of structure to maintain proper functionality. Over the course of the twentieth century, various sociologists, psychologists, and administrators have theorized and formulated a large variety of proper organizational models as discussed in the second chapter of Educational Administration Concepts & Practices (Lunenberg & Ornstein, 2012). In this reflection, after a brief survey of common organizational models discussed by Lunenburg and Ornstein, I use the Jewish community – which I am familiar with – as a test model. Based on the ideas of the Getzels social systems model, I address the following questions: Do different systems for education differ based on their social values? And if they do, can those governing elements be identified?

EdReformGeorgia-LeadCapacity .pdf

a hiša znanja dr. sentočnik, ljubljana, slovenia; b seward Incorporated, Minneapolis, Mn, usa; c department of educational leadership, san diego state university, san diego, ca, usa ABSTRACT

Talmud Curriculum Defined and Refined

Talmud is one of the core subjects in an Orthodox Jewish child's education. Every school determines their own Talmud curriculum. Unfortunately however, no data exists on the success rates of the Talmud studies provided by the schools. I conducted a survey in two local yeshiva high schools, to discover how the students feel about the current Talmud curriculum and their attitude toward Talmud learning in general. After presenting the data I then discuss four ideas which could possibly enhance current Talmud studies curriculum globally In the second part of the essay, I use the data collected from previous research to identify reading skills, content comprehension and content association, as the core issues with the current curriculum. I then address those issues and suggest solutions which can possibly solve several of the prevalent learning issues - based on traditional sources as well as the current, cutting edge research, on brain based learning. In the third portion of the essay I identify, through previous research and interviews with leaders in Jewish education, five key limitations within the current Talmud curriculum. Using Jewish traditional sources in addition to current brain research for better methods of learning. In addition, I discuss the presented limitations, and one by one offer practical, easy to implement solutions for a better future in Talmud education.

The " Insider " Principal: Perceptions of the Leadership Effectiveness of an Internal Successor

The current study builds on earlier leader succession research, fo cusing on a school where the "insider"-who was believed to be strong before being hired as the formal school leader-drew sharp criticism after assuming the principalship. Interviews with staff members who worked with the insider leader in her role as teacher and principal were analyzed to examine changes in their perceptions of her. Results suggest that the leader did not change; rather, perceptions of her leadership effectiveness changed once she assumed the role of principal. The staff believed that the insider would continue to act like a peer, and when she did not, their perceptions of her effectiveness as a leader were negatively affected.

Culturally Responsive School Leadership: A Synthesis of the Literature

Culturally responsive school leadership (CRSL) has become important to research on culturally responsive education, reform, and social justice education. This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students. Based on the literature, we frame the discussion around clarifying strands—critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocate. We then outline specific CRSL behaviors that center inclusion, equity, advocacy, and social justice in school. Pulling from literature on leadership, social justice, culturally relevant schooling, and students/communities of color, we describe five specific expressions of CRSL found in unique communities. Finally, we reflect on the continued promise and implications of CRSL.

The Implementation of Curriculum Mapping at a Private High School

The Implementation of Curriculum Mapping at a Private High School Abstract Using curriculum mapping to align the expected curriculum and the actual curriculum has been demonstrated as an effective approach for ensuring educational equity for all students. To improve student achievement, a private high school in the Midwest implemented curriculum mapping to better align curriculum and eliminate gaps and repetition between and within grade levels. The purpose of this qualitative study was to determine fundamental implementation strategies for the mapping process and teachers' and administrators' perceptions of those strategies. The theoretical framework was based on change theory. Data were collected from 10 participants through individual interviews and observations. Teachers and administrators were observed during their curricular mapping meeting time in order to record the strategies used, and each participant was interviewed in order to gather individual perceptions of the strategies used. Data were transcribed and then open coded based on repeating concepts. Thematic analysis indicated that administrators and teachers perceived a need for curriculum mapping training, using standards, collaboration time, and accountability. The outcome of the study was a professional development project for teachers incorporating curriculum mapping at the local site. Implications for positive social change include providing educational leaders with curricular alignment strategies to promote educational equity and the academic success of all students. Dedication I dedicate this work to my beloved husband, Scott; our three beautiful children, Michael, Kathleen, and Matthew; my Mom, Patricia, who instilled in me my love for learning; and to all of my family and friends.