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Enhancing Education Through Observation and Collaboration
The process of teaching and learning may be characterized as the sharing of information from educators to students. The process through which a teacher determines and develops the educational targets, develops instructional materials, and puts the teaching and learning approach into action is a blend of several aspects. However, learning is a fundamental aspect of education that an educator must take into account. When a principal must resolve the issue of school test failures and overall problems with the educational process at the school, they need to pay attention to both students and educators. In the given situation, as a principal, I will rely on the process of observing and encouraging.
As principal and instructional supervisor, I must address these concerns by identifying the issue and eliminating it. I must first understand the reason for the inadequate level of teaching. There is no evidence to substantiate the idea that teachers deliberately opt to employ inferior teaching tactics and postpone implementing efficient methods until they are given more financial rewards (DuFour & Mattos, 2013). There is not much information to support the notion that encouraging teachers to perform better by rewarding them more when they make the correct decisions and punishing them more severely when they do not works (DuFour & Mattos, 2013). According to research, it is frequently rejected within a few years of adoption, as it has repeatedly shown that it does not enhance student results or alter teacher conduct in a favorable way (DuFour & Mattos, 2013). In fact, it may even lead to a loss in student learning.
Consequently, in order to increase the quality of education in my establishment, I must conduct constant checks on educators and their teaching approaches. Observations can provide the employees with insight that they can further apply in their teaching process. For instance, a staff may determine that, in order to boost student accomplishment in a subject that has historically been challenging for the students, educators should concentrate on testing for student knowledge more regularly and efficiently. During inspections, the principal should concentrate on that component of teaching and collaborate with teachers to develop their tactics in that area. Furthermore, many modern evaluation techniques incorporate elements for teacher collaboration.The team process will be strengthened by an effective principal using that component of assessment as a stimulant. Lastly, teachers must comprehend their own dynamics in order to modify their actions or methods of instruction. In this regard, educators need to know the requirements and preferences of the students and construct the lesson plan appropriately to satisfy the learning aims of all students rather than specific people. Learning goals, techniques, or styles of the students may differ. Teachers must first and foremost identify the learning barriers.
Hence, the transfer of knowledge from teachers to students may be regarded as the process of teaching and learning. I must address the educational issues as principal and instructional supervisor by identifying and resolving the challenges. I must constantly evaluate teachers and their instructional strategies if I want to raise the standard of education in my institution. Employees may gain knowledge from observations that they may then use to improve their teaching methods. The principal should focus on that aspect of instruction during observations and work with the teachers to refine their strategies. Additionally, a number of contemporary evaluation strategies incorporate components supporting teacher collaboration. Last but not least, instructors need to be aware of their own dynamics in order to adjust their behavior or teaching strategies.
Reference
DuFour, R., & Mattos, M. (2013). Improve schools. Educational Leadership, 70(7), 34-39.
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