Leadership+Project-+(d)+Planning

 Canisha M. Boldeau Marquette University School of Education Teacher as Leader EDPL 223 Online Spring 2009 **Planning** Discussions between my project professor and myself in which we agreed I should visit a school for a period of 2-3 weeks to observe special needs student exposed to flexible teaching strategies. I also had the opportunity to liaison with special education teachers on designing a professional development plan utilizing flex teaching strategies in conjunction with the regular curriculum. However, after self-reflection of my passion will to make a difference within the schools especially in the lives of special needs students I believed it to be more beneficial to obtain an internship in a specific school. I feel the need to express the importance of the concealing of the actual school and names of individuals who assisted me in this project due to reconstruction of the government and educational officials and possible changes within both systems. However, it is also important to express the validity of the educational positions and guidance I utilized during this project as factual, I did not realize nor did I acquire permission for the disclosure of the actual names of the school or participants and do not feel comfortable releasing this information at this time however I am willing to discuss my apprehension with my professor whose name I also chose to withhold. Upon beginning a 1 year internship where students were placed into “sets” based on their intellectual capabilities which was determined by standard exams (e.g.; set 1 consisted of “accelerated” students-sets 3-6 consisting of special education and disabled students). I was assisting 4 special needs students (Autism, Dyslexia, ADHD, “Slow Learner”) in which I was able to shadow, interact with and evaluate on a daily basis, and monthly reporting. However, based on my field of study I had the opportunity for student classroom observation (under the guidance of the Educational Psychologist) where flexible teaching strategies, differentiated lesson planning were being utilized. It was after this experience that I realized how critical it was to assist educators in re-design the professional development plan, which would enhance all students learning regardless of level of learning especially special needs students. I also had the honor of liaison relationships with educators at various levels of the education system. Although names are not mentioned I chose specific positions within the system based on their knowledge, expertise, and personal relationships gained throughout the time. The sections and descriptions of the positions are listed below: The principal was chosen for her leadership knowledge and of course because of the permission needed from her for my internal observations and utilization of her staff. An inspectorate whose position is similar to that of an auditor who oversees the entire school operations. Special education teachers and support assistants were also chosen because of their obvious daily interaction with special needs and disability students. I also invited the school counselor to participate because of her knowledge of individual student’s family history, behavior, parents, etc. It was also even more important to have the school psychologist involved as well to utilize her knowledge and experience in the ability to identify and diagnose a students need or disability so that the appropriate development and flexible teaching strategies can be applied to accommodate each student both individually as well as part of the entire school. all of the above specified participants in combination with the general educational staff played a key role in the planning and organization of the workshops, contributed education, staffing teachers by voicing their opinions of students and school needs, written feedback of same suggestions on times, dates, keynote speakers, immediate issues needed to be addressed and prioritization of those issues. While contemplating my options for selection of assistance and guidance for this project my goals was to carefully choose a well-balanced panel of peers. Below is an illustration of how correlation of involved staff will ensure succession of the proposal to assist teachers in re-designing the professional development plan using flexible teaching strategies, which in turn should be beneficial to all students regardless of need, or disability at all levels of learning. I have the pleasure of continued contact with the aforementioned peers and have shared my desires to assist educators in re-designing professional development plan as their opinion is greatly valued based on their knowledge and experience at all levels of education. Many beginning as teachers and advancing to roles of heads of departments, deputy principles, school principals, education officers, senior education officers, curriculum development, and special needs officers, while also being active in their communities (Billingsley et al. 2007). There were many factors involved when choosing this project topic. First and foremost I found this topic interesting and challenging because of my former experiences and observations where students of special needs were constantly marginalized and frustrated. This seems to be because of the current education system trying to bend them to fit the regular curriculum rather than focusing on the paramount need for flexible teaching strategies to accommodate all students. To devise a written professional developmental plan on flexible teaching strategies to accommodate all students in addition to the current regular curriculum. Such a plan will be used as a tool to focus and evaluate appropriate professional developmental activities. Given there are no templates for creating the professional development plan elements include: Plan Development Tips: __** The planning process involved myself, and of educators involved in my internship, based on the literature concerning the current educational methods and the obvious need for the construction of professional development plans for effective flexible teaching strategies to meet the needs for all students. Staff involvement consisted of all levels of educational positions, and special education teachers involved in curriculum planning with the knowledge, ability, and insight placing them in the position to openly critique this professional development plan. My greatest challenges were choosing the right topic that would describe and design the experiences proposed involving the use of flexible teaching strategies in its infancy. The project was not chosen as a only as a requirement but to be able to take a realistic approach where change was vitally needed and merge my experiences to theory discussed in class to enhance my own learning thus designing and implementing a plan (De Valenzuela et al. 2000).
 * school psychologist to evaluate, define and diagnose a students need or disability and informs parents/guardian, principal, counselor, and teachers with specifics and guidance
 * school counselor educated teachers on student needs or disability, behavioral patterns and how develop skills needed to reach each student. The teachers in turn utilize their knowledge gained from the psychologist and counselors incorporate with the general curriculum and finally using the professional development plan with flexible teaching strategies combines all of this to be able to enhance the education for all students
 * the principal must monitor all reports of teaching staff to be sure all information is accurate and updated for comparison at later dates-guidance for teachers in choosing appropriate assistance and tools needed for continuing education and success of the program
 * the inspectorate is responsible for overseeing all of the above roles to ensure complete documentation and monitoring to ensure the needs for enhancement of the program are kept within budgetary guidance and all staff follows procedures accordingly to appropriate laws
 * finally, communication (e.g.; weekly staff meetings, workshops, regular parental meetings, continuing education) in correlation with the proposed plan should enhance the learning experience for all students
 * __ Plan Basics: __**
 * clear description of assumptions/goals
 * clear description of interest/activities
 * records of past professional development activities for reinforcement/comparison
 * timeline for future activities and interest in accordance with the American planning Association (APA), and its professional institute (AICP) requirements (2 years)
 * media resources to promote public awareness of potential professional development activities that fit plan interest and goals
 * __ Plan Expectations: __**
 * to provide appropriate activities to attract the attention of all students needs
 * to introduce lessons to students in such a manner as to hold the interest of all students needs
 * to revise teaching strategies to acquire the stated goals
 * to include only those teachers who display or express values for the profession
 * to include teachers with sound qualifications and appropriate teaching methods
 * to utilize teachers whose love and understanding for all students surpasses cultural issues
 * to provide teachers who possess flexible and sound educational values in the classroom
 * to ensure that all students receive the necessary support and guidance in the classroom to allow them to achieve the goals and objectives set for them
 * to provide visibility of students progress in the classroom
 * to provide opportunities for assessment/anticipation for future needs
 * to functions as a tool for evaluating educational activities and identifying professional developmental needs and authorization of resources to attain goals
 * to support need for effective teaching strategies to reach all students to justify the money and time spent on its existence, future funding and development
 * __
 * documentation of current responsibilities, knowledge and skills
 * expectations for realistic and applicable short term and long term goals
 * evaluation and assessments of content, form and audience
 * continued and consistent education (e.g.; workshops, in-services, etc)
 * review and revision of professional plan to access and enhance past, present, and future developments for succession