UBLC School Climate: Basis for School Improvement Plan

2018 ◽  
Vol 24 (7) ◽  
pp. 4853-4856
Author(s):  
Haidee Angeles ◽  
Alphie Garing ◽  
Minie Rose C Lapinid
Author(s):  
Alyssa N. Palazzolo ◽  
Dana L. Pizzo

Every year, the L.E.A.D. program requires teacher candidates to plan and implement a Service Learning Project that meets a need in his or her placement school. The progression of the projects has been outlined in Chapter X. This chapter includes an example of a Service Learning Project implemented at a local elementary school by two L.E.A.D. teacher candidates: Kaitlynn Dunn and Katie Polkosnik. The idea to combine mathematics and mindfulness came from their own observations of the school, conversations with staff and administration, and a review of the school's EQAO scores, school improvement plan, and school climate survey.


2012 ◽  
Vol 76 (2) ◽  
pp. 158-173 ◽  
Author(s):  
David M. Dunaway ◽  
Do-Hong Kim ◽  
Elizabeth R. Szad

2019 ◽  
Vol 2 (1) ◽  
pp. 120
Author(s):  
Lawrence Jerome P. Granada

This descriptive-comparative research was conducted to determine the compliance level of public elementary schools in Bacolod City Division with the Enhanced School Improvement Plan (E-SIP) as assessed by internal and external assessors when taken as a whole and when compared according to school demographics in the major phases of E-SIP development and implementation process. Likewise, it detailed the challenges and actions undertaken in the E-SIP compliance. Using the standardized SIP quality assessment tool, the results revealed a ‘satisfactory’ level of E-SIP compliance as a whole while ‘highly satisfactory’ levels in plan and act phases. It further showed significant differences in preparatory, assess and act phases for both school performance and designation of assessors. The results of the assessment were attributed to varying interpretation of some criteria and the absence of mode of verification in the E-SIP compliance. Hence, a policy recommendation was designed to attain successful E-SIP compliance of public elementary schools.


2019 ◽  
Vol 57 (3) ◽  
pp. 261-278 ◽  
Author(s):  
Coby Vincent Meyers ◽  
Bryan Alexander VanGronigen

2021 ◽  
pp. 019263652110339
Author(s):  
Dana L. Bickmore ◽  
Miguel M. Gonzales ◽  
Maria B. Roberts

This case study describes a pilot professional development project in which school leaders met regularly in a community of practice to clarify each other’s identification of a problem of practice followed by development and implementation of a school improvement plan. Findings indicated positive perceptions of and engagement in the community of practice, revealing this process provided a platform for authentic feedback, reflective practice, and means to share ideas. Participants reported improved leadership behaviors associated with school improvement planning and implementation.


2020 ◽  
pp. 194277512096482
Author(s):  
Miguel M. Gonzales ◽  
Dana L. Bickmore ◽  
Maria B. Roberts

This study examines what aspiring principal candidates in one universitybase preparation program learned as a result of developing and implementing a school improvement plan. A case study approach was used to examine 53 aspiring principals’ reports of what they learned from implementing school improvement plans. Findings revealed three significant themes: (1) the importance of collaboratively engaging the participants of the school improvement plan; (2) the essential need of establishing relationships; and (3) understanding the significance and impact of data-driven decisions. Findings can inform leadership preparation programs to redirect coursework that will help aspiring principals improve leadership skills.


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