ELCC Standard 3: a principal's ability to manage resources is vital to ensuring organizational eIIectiveness. Principals should keep the lines oI communication open between the school and central oIIice.
ELCC Standard 3: a principal's ability to manage resources is vital to ensuring organizational eIIectiveness. Principals should keep the lines oI communication open between the school and central oIIice.
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ELCC Standard 3: a principal's ability to manage resources is vital to ensuring organizational eIIectiveness. Principals should keep the lines oI communication open between the school and central oIIice.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online from Scribd
A principal's ability to manage resources is vital to ensuring organizational eIIectiveness as
indicated in the Iollowing ELCC standards: O 3.3a. Candidates use problem-solving skills and knowledge oI strategic, long-range, and operational planning (including applications oI technology) in the eIIective, legal, and equitable use oI Iiscal, human, and material resource allocation and alignment that Iocuses on teaching and learning. O 3.3b. Candidates creatively seek new resources to Iacilitate learning. (NBPEA, 2002). In your initial post to this discussion, describe how, iI you were the principal oI the school, you would accomplish these two elements oI ELCC Standard 3.0. Who would you involve? What role would they play? Describe the role and responsibilities you would expect Irom the central oIIice. What other key stakeholders would you involve and in what capacity? What would be the expected outcome? Learning environments are situations in which students and teachers share perceptions through the perspective oI those who participate in the setting. Participants exchange inIormation and data transIers in a method that observers might overlook and view as unimportant. Investigators examine the connection between cognitive and aIIective learning outcomes oI students (Pickett & Fraser, 2010). Learning styles are constantly changing. Some districts are responding to limited Iunding by eliminating some programs. Schools are removing physical education courses, athletic teams, and art courses Irom several high schools. This practice sends the message that physical activity, sports, and creative expression are not a priority. In some cases, students choose to remain in school because they participate in a sport or art program. Physical education courses can assist with lowering the obesity rate among school age children. Members oI a school improvement committee consist oI educators, administrators, parents, and members oI the school community. Team members align goals, objectives, a purpose, and a process with the school`s vision (Sorenson, Goldsmith, Mendez, & Maxwell, 2011). Curriculum development is an important activity in which to include educators. Principals should keep the lines oI communication open between the school and central oIIice. Central oIIice members might appreciate invitation to school events (Robbins & Alvy, 2009) Scenarios provide an opportunity Ior students to simulate real world experiences (Cornish, 2004). Mathematical word problems and story prompts are two types oI learning activities that use scenarios Ior students to respond. These types oI activities assist with developing and enhancing critical thinking skills.
Strom, Strom, Wing, and Beckert (2009) conducted a study to determine the impact oI using the Internet as a resource to motivate adolescents and increase learning. Nine hundred and IiIty-six adolescent students Irom diIIerent regions oI Arizona participated in this survey by completing an electronic poll and an interview. Only about thirty percent oI the learners indicated that they spend time on the Internet to complete academic tasks. Over eighty percent oI learners who participated in this survey admit that they use the Internet daily to locate reIerences or to communicate with Iriends. Students have a desire to be online. Using the Internet to help teach or review concepts is a strategy that could increase student motivation and learning.
ReIerences
Cornish, Edward (2004). Futuring. The exploration of the future. Bethesda, Maryland: World Futuring Society. Pickett, L., & Fraser, B.. (2010). Creating and assessing positive classroom learning environments. Childhood Education. annual theme 2010, 86(5), 321-326. Robbins, P. M., & Alvy, H. B. (2009). The principals companion (3rd ed.). Thousand Oaks, CA: Corwin Press. Sorenson, R. D., Goldsmith, L. M., Mendez, Z. Y., & Maxwell, K. T. (2011). The principals guide to curriculum leadership. Thousand Oaks, CA: Corwin Press. Strom, P., Strom, R., Wing, C., & Beckert, T. (2009, June). Adolescent learning and the internet: Implications Ior school leadership and student engagement in learning. National Association of Secondary School Principals. NASSP Bulletin, 93(2), 111-121.