A feedback of Grey Sense: A Mysterious Silence – Bidita Rahman

Grey Sense, A mysterious Silence written by Bidita Rahman. I do like the moments where is a rhyme, it gives a presumed end and sums up the lines before. I also like the structure you used in the poems. Seems like the color red, gray, and green are your favorite colors, and you make these colors meaningful  for people’s lives, just like the book’s title suggests ” Gray sense, a mysterious silence.”   What a beautiful book title! The overall impression I get from these poems is of someone who is in the midst of change, which is full of love, gratitude, and brave!  I always believe poetry is uniquely a person’s inner thoughts and difficult to share with others because it is taken from the lining of people’s souls.  Among these 40 poems, my favorites are an irritable journey, love of warm womb, and feeling you. Because when I read them, I have a strong feeling connect with the meaning of these words. Thank you so much for publishing such a wonderful book to the world.

Sister Martina Hou

St. Johns Vianney Church

Queens, New York

Formats of Curriculum development

 

curriculumInnovative educators concerned with improving student achievement are seeking ways to create rigorous, relevant, and engaging curriculum. Curriculum integration is taking hold in a wide variety of high school settings. In career-focused pathways, new small high schools, career academies, and even large traditional high schools, teachers are integrating academic and technical instruction by focusing on career-related themes. There are a variety of reasons for curriculum should be culturally diverse because communities and societies that recognize the value of diversity and invite citizens from different cultures to participate in their development experience more educational, economic and social success that the curriculum qualities will benefit. The interdisciplinary curriculum has many configurations. These are influenced first by the specific goals for which they designed, which direct the subjects, skills, or processes involved.

Formats of Curriculum development:

The behavioral objective is student-oriented, places the emphasis upon what the student is expected to do, not to what the teacher will do. Sometimes teachers use instructional goals which emphasize what they are supposed to do rather than what they expect of their students. This is useful in the classroom must meet certain criteria. The four elements of behavioral objectives:

  • Objectives of Student-oriented
  • Describe learning outcome
  • Clear and understandable
  • Objective must observable

Using structure or framework that enables the student to visualize the content or activities.

  • Evaluate previous learning material before moving new one
  • The goal must be clarifying the lesson.

Webbing format or conceptual mapping is a graphic organize the strategy that provided a visual of how words or phrases connect to a topic like mind-mapping. It can use to generate, visualize, structure, and classify ideas, and as an aid to studying and organizing information, solving problems, making decisions, framework design, individual expression, enhancing work morale and writing. A complete webbing visual is often simply called web or mind web because of its resemblance to a spider web.

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Results-Only Format is curriculum provides teachers with the widest latitude for using materials, activities, and methods like goals and general learning about the subject, theme or course and these will evaluate the learning. The structure of result format can show the students view concepts, issues, events and themes from the perspectives of diverse ethnic and cultural groups.

Result based on

  1. Objective of the understand fact and sequence
  2.  Evaluation of the stories and observation

Curriculum planning and development when does as a team within the school is a powerful instrument to enhance instruction and meet the standards. Imposing a curriculum on teachers will never be successful without the teachers’ being able to have professional development and training in the area. Decisions about a good school appropriate curriculum and needs of students should be made by those closest to students.

Federal education bill Race to the Top (RTT) by President Obama

<> on November 4, 2009 in Madison, Wisconsin.

On February 17, 2009, President Obama signed into law the American Recovery and Reinvestment Act of 2009 (ARRA). Legislation that was designed to stimulate the economy; support job creation; and invest in critical sectors, including education, in the aftermath of the Great Recession. Roughly $100 billion ARRA was allocated for education, with $4.35 billion set aside for the establishment of Race to the Top, a competitive grant program designed to encourage states to support education innovation (William G. Howell, 2015)

From the outset, the President saw Race to the Top as a way to induce state-level policymaking that aligned with his education objectives on college readiness, the creation of new data systems, teacher effectiveness, and persistently low-performing schools. As he noted in his July 2009 speech announcing the initiative, Obama intended to “incentivize excellence and spur reform and launch a race to the top in America’s public schools.”

In its public rhetoric, the Obama administration emphasized its intention to use Race to the Top to stimulate new education policy activity. How would we know if it succeeded? To identify the effects of Race to the Top on state-level policymaking, ideally one would take advantages of plausibly random variation in either eligibility or participation. Unfortunately, neither of these strategies is possible, as all states were allowed to enter the competition and participation were entirely voluntary. To discern Race to the Top’s policy consequences, therefore, I exploit other kinds of comparisons between policy changes in the 19 winning states and the District of Columbia, the 28 losers, and the 4 that did participate; commitments that different states made in their applications and subsequent policymaking activities; and changes in policymaking at different intervals of the competitions.

Public Opinion

Under Race to the Top, states have spearheaded efforts to create plans tailored to their student’s needs. For example, Massachusetts provided more students with access to AP classes by training more than 1,100 middle and early high school teachers to prepare their students for new, high academic standards. Initial findings from the external evaluation of Massachusetts’ college and career readiness initiatives indicate patterns of increased AP course taking, exam taking and exam performance (U.S. Department of Education).

With the help of Race to the Top, Ohio expanded alternative certification pathways for teachers and principals; developed 800 curriculum resources aligned to higher standards; and trained 24,000 teachers to use those resources. And in an ambitious and comprehensive effort, Tennessee provided 30,000 teachers with intensive summer training as part of its transition to the Common Core State Standards- more rigorous academic standards in English language arts and mathematics (U.S. Department of Education).

According to President Barack Obama, America will never be able to succeed during the 21st century unless the people will do a much better job in educating their children. Backed with an investment of a historic $4.35 billion, all reforms within Race to the Top aim to help the students of America to graduate fully prepared not only for college but also for their career, enabling them to have the edge over other workers, no matter they might be in the world.

I believe it will be done through expanding an effective support to all principals and teachers, improving and reforming teacher preparation, changing the teacher compensation, retention and evaluation policies for encouraging and rewarding effectiveness as well as working to make sure that the most talented of teachers will be placed in subjects and schools where they are most needed.

Peer Coaching Program implemented in school

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The Peer Coaching is an interactive process to be implemented in the high school. As a Supervisor, I would like to focus some points to the teaching professionals that is used to share successful practices through collaboration and reflective practice and support and assisting new teachers in their practice. Write a memo where mention professional colleagues work together to reflect on current practices; expand, refine, and build new skills; share ideas; teach one another; conduct classroom research, or solve problems in the workplace and set up talent list to work as a volunteer and get a successive program.robbins1991_fig1-1

Although peer coaching seems to be the most prominent label for this type of activity, a variety of other names are used in schools: peer support, consulting colleagues, peer sharing, and caring. As research and experience inform us, “The reality is that a teacher has the same rank in his or her last year of teaching as the first” (Sizer, 1985). All the way volunteers work with peer coaching program to build upon trusting relationships that develop between teachers. It is based on mutually working together to improve teaching skills to improve student learning. The role of the Coach:

  • Maintain positive, supportive, non-judgmental point of view.
  • Support goal setting and assessment
  • Observe, listen and ask question
  • Manage the team
  • Facilitate exploration of needs, motivation, skills, thought processes.

At the first need some planning a peer coaching program to help create awareness, develop readiness, build commitment, plan implement and maintain, develop a program plan and organize activities.

  • Set up a planning group to learn about peer coaching, assess school environment and support for coaching.
  • Provide information about peer coaching, what peer coaching is and isn’t and various forms that coaching can take.
  • Provide opportunities for teachers to raise questions and concerns and get answers to them.
  • Examine the issue of time for coaching and develop a plan for making time available for planning, conferencing, and classroom observation.
  • Volunteers should assist the organizing community and develop a plan for bringing new teachers into the program.

Once preconditions for implementation have been met, various strategies and procedures for implementing peer coaching may be used. One coaching strategy has been developed that provides a systematic way to introduce a new teaching routine to other professionals (Knackendoffel, 1988). For the clinical process, teachers should use some skills based on the textbook, Supervision and Instructional Leadership by Glickman, page 247, mentioned one model for peer coaching is the collegial coaching model. This Collegial peer coaching consists of three essential parts. A pre-conference, an observation and a post-conference.

  • During the pre-conference, teachers meet and discuss the elements that the teacher being observed wants to focus on. They discuss the particular lesson planned, its context, and other relevant factors that influence student outcome. Build up each group three-person to talk about the clinical cycle and volunteers assist them some notes and color pen accessories to use and present after the processing session completes. Let them 15 min of the brainstorming session for lesson plan and development plan for students.
  • Next, the peer coach observes in the teacher’s classroom as a collegial observer. The coach must encourage each group to be an essential output and improve professional competencies and not become dependent on the mentor. Coach develop the teacher’s mind to be facing new challenges to involving some sort of problem-solving games and overserve the emotional strength level to each teacher.
  • Finally, the peer coach schedules a post-conference, to discuss the outcome of the lesson. The observed teacher should take the lead in this conversation with the observer adding factual information about what happened in during the lesson. Important aspects of this stage are emphasis is on reflection on what has occurred during the reading and analysis of its impact on student learning.

After completed the training session Supervisor must need the outcome of the meetings and need to feedback the practices through professional faculty forum which overserve under a supervisor to create this forum for addressing the instructional problem. And teachers will give me the assessment report every month how peer coaching gives positive feedback for faculty and development of the school.

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So peer coaching can bring about a better understanding of best practices, and better-articulated curriculum. Peer coaching has contributed to an overall improvement in teaching and learning in the schools (Becker, 2000)

Bidita Rahman

Leadership and Supervision

The school has a vision with big dream mission.  A clear vision and a common mission that identify the learning to achieve can help keep the school and the efforts of its staff and students on target” (Peterson, 1995). Vision can create a new world of learning based on the compelling truth that and improving education is the key to the survival of the human race. Vision is to become a premier urban school of education recognized for its diversity, and known for excellence in teaching, learning and research. Vision can prepare each student to succeed in a rapidly changing the world. “Vision without action is merely a dream. Action without vision just passes the time. Vision with action can change the world”- Joel A. Brake. Developing the school’s vision are the most important steps toward creating a successful program. A muddy vision can help lead to continuing conflicts and a school that have difficulty identifying priorities. Main vision is to develop 21st-century skills.

Contextually Responsive leadership can identify the problems through a combination of best practices and implementation with reveals complex situations and change the school environment in a creative way of action. Social justice educational leadership emphasizes the belief that all students can and will reach proficiency, without exceptions or excuses and that schools ought to be organized to advance the equitable learning of all students. Social justice leadership and professional learning communities can outline the fourth practice of Kouzes and Posner, Enable others to act. Enabling others to act combines the commitments “Foster Collaboration” and “Strengthen others.” Fostering collaboration begins with creating a climate of trust and facilitating relationships. Without trust, a team is unable to reach maximum potential. Enhancing self-determination and developing competence self-determination, leaders must learn that greater power comes for giving power away.

 

Bidita Rahman