澳洲堪培拉大学tutor留学essay范文参考 [11]
论文作者:jessica论文属性:短文 essay登出时间:2014-11-02编辑:jessica点击率:13008
论文字数:4987论文编号:org201411012120169855语种:英语 English地区:澳大利亚价格:免费论文
关键词:校长principal专业profession成绩performance差距gap
摘要:校长是学校领导的核心,老师是培育人才的关键,学生是学校的主题,考试成绩是课程教育的结果,然而对于那些大部分低分的学生,该如何对待呢?该如何提高他们的成绩呢?怎么减少他们与高分之间的差距呢?校长又该如何去促进老师对这些学生的积极性呢?从哪一方面去激发老师的动力呢?
with motivating culture encourages teachers to engage in professional development programmes at the school level. ‘There should be a school culture of involving all in planning process and collegiality within the school which provides room for all to learn from each other” (Gallabawa and Agu ,2001, p. 6).
In this regard, the role of the school head is so crucial that the overall effectiveness of the school is directly influenced by the school head teacher. Because he or she should be a facilitator, broker, provider of resources, encouragement, commander, coach and cheerleader for the school (Dillon and Peterson, 1986). Rowland and Adams (1999) suggest that the head teacher should be committed to develop teachers and therefore be able to design professional development activities. So I believe the head of a school has a strong influence on its teachers to change their attitude and beliefs through effective implementation of professional development.
In the process of teachers’ professional development, their motivation is most important of all factors. As Komba and Nkumbi (2008) call it as teachers’ “intrinsic drive” towards improvement cannot be matched with any amount of pressure from educational managers for their change as for a real teacher professional development, the teacher herself/himself has to perceive it positively and to see and accept the need to grow professionally.
To summarise my review of literature on the role of the principal in professional development to close the achievement gap, the following aspects are considered. As an instructional leader, a principal should be a model to all teachers in learning and teaching. The principal should be a leader as well as a learner of new strategies and influence others to learn. As Dufour and Berkey (1995) observe ‘principals help create conditions which enable teachers to develop so that the school can achieve its goal more effectively (p. 2). Moreover, a principal should create an environment for learning. Towards this purpose he should have a direct involvement in assessing the teachers’ need, engage teachers collaboratively in designing and preparing suitable PDs and implementing and of assessing the outcomes of professional development. In the study of Michael Garet and colleagues (2001) found that ‘teachers were more likely to change their instructional practices and gain greater subject knowledge and improve teaching skills when their professional development links directly to their daily experiences and is aligned with standards and assessments’ (p. 915).
There should be a proper strategy for setting the right professional development which helps to close the achievement gap. A properly planned professional development should enable teachers to become more competent in content knowledge and improve the instructional strategies including ICT which helps students in a diverse classroom to improve their learning outcome. In the study of Thomas Carpenter and colleagues (1989, p. 499) it states that student achievement was consistently higher and growth in students’ basic and advanced reasoning and problem solving skills was greatest when their teachers’ professional development focused on how students learn and how to gauge that learning effectively’.
A follow-up programme should be implemented to motivate teachers to continue in their professional learning process. Lastly, for a professional
本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。