Back in Adventist Education Putting the A Journey to Excellence

A Journey to Excellence Adventist Education

Journey to Excellence Putting the “A” Back In Adventist Education “Can Education be Adventist and Excellent, Too?” by Paul Brantley, Ph.D. in Journal of Adventist Education (Summer, 1999) and Adventist Review (Special Issue, Spring, 2004)

Journey to Excellence Putting the “A” Back In Adventist Education... means ensuring that it is: ( thoroughly Adventist, and ( fully committed to excellence, producing Grade A schools

Journey to Excellence Putting the “A” Back In Adventist Education... means: ( reaffirming and safeguarding the unique philosophy that is the core of Adventist education

Journey to Excellence Putting the “A” Back In Adventist Education... means: ( utilizing current research of best practices to ensure student learning in quality Adventist schools

Journey to Excellence “The world has had its great teachers, men of giant intellect and extensive research, men whose utterances have stimulated thought and opened to view vast fields of knowledge... but there is One who stands higher than they. We can trace the line of the world’s teachers as far back as human records extend; but the Light was before them.” Education, p. 13

Journey to Excellence Education, p. 13 “As the moon and the stars of our solar system shine by the reflected light of the sun, so, as far as their teaching is true, do the world’s great thinkers reflect the rays of the Sun of Righteousness. Every gleam of thought, every flash of intellect, is from the Light of the World.”

Journey to Excellence Putting the “A” Back In Adventist Education Demonstrate alignment between... Journey to Excellence and current research of best practices. What Works in Schools, by Robert Marzano (ASCD, 2003)

Journey to Excellence I. Guaranteed and Viable Curriculum Opportunity to Learn (Guarantee) (Guarantee) Opportunity to Learn (Guarantee) (Guarantee) Goals and Essential Elements

Journey to Excellence I. Guaranteed and Viable Curriculum Opportunity to Learn (Guarantee) Opportunity to Learn (Guarantee) Time Utilization (Preferred Practice) Time Utilization (Viability)

Journey to Excellence Mike Schmonker (1999) p. 24 & 25 “The existence of common goals in schools was... rare, and the lack of agreed-upon goals makes schools unique among organizations.” “Goals lead not only to success but also to the effectiveness and cohesion of a team.”

Journey to Excellence II. Challenging Goals & Effective Feedback Goals and Essential Elements

Journey to Excellence II. Challenging Goals & Effective Feedback High Expectations Goals and Essential Elements

Journey to Excellence Reynolds & Teddlie (2000) p. 148 “High expectations for student learning has beenone of the most consistent findings in educational research... Virtually every review of the topic mentions the importance of this factor, whether British, Dutch,... or American.”

II. Challenging Goals & Effective Feedback High Expectations Student Assessment (Preferred Practice) Journey to Excellence Monitoring Progress

Journey to Excellence III. Parent & Community Involvement Communication Participation Governance Communication Participation Governance Partnerships (Preferred Practice)

Journey to Excellence IV. Safe & Orderly Environment School Climate (Preferred Practice) ACTION: 1. teach self-governance 2. school design procedures 3. ideal school-wide behaviors 4. consistent discipline program 5. early intervention ACTION: 1. teach self-governance 2. school design procedures 3. ideal school-wide behaviors 4. consistent discipline program 5. early intervention

Journey to Excellence V. Collegiality & Professionalism LEADERSHIP (Preferred Practice) (Collegiality) Team Spirit (Collegiality) ( shared vision & goals ( affirming & supportive ( professional interaction ( demonstrate respect (Collegiality) Team Spirit (Collegiality) ( shared vision & goals ( affirming & supportive ( professional interaction ( demonstrate respect

Journey to Excellence V. Collegiality & Professionalism Professional Development Professionalism ( Teacher Qualifications ( Teacher Efficacy Professionalism ( Teacher Qualifications ( Teacher Efficacy

Journey to Excellence VI. Classroom Instruction “The most important factor affecting student learning is the teacher. The immediate and clear implication is that seemingly more can be done to improve education by improving the effectiveness of teachers.” Wright, Horn & Sanders (1997) p. 63

Journey to Excellence VI. Classroom Instruction People Make the Difference “Effective teachers more than particular curricular materials, pedagogical approaches, or ‘proven programs,’ matter most... in producing quality student achievement.” Richard Allington (2002) p. 32

Journey to Excellence VI. Classroom Instruction Classroom Instruction Proven Strategies ( Proven Strategies (

Journey to Excellence VII. Classroom Management Climate & Classroom Instruction Quality Schools “Choice Theory” William Glasser Quality Schools “Choice Theory” William Glasser

Journey to Excellence VII. Classroom Management “Every child should understand the true force of the will. The will is the governing power in the nature of man, the power of decision, or choice.” Education p. 289

Journey to Excellence VII. Classroom Management Climate & Classroom Instruction ( Rule & Procedures ( Disciplinary Interventions ( Student-Teacher Relationships ( Appropriate Attitude & Balance ( Rule & Procedures ( Disciplinary Interventions ( Student-Teacher Relationships ( Appropriate Attitude & Balance

Journey to Excellence VIII. Classroom Curriculum Design Classroom Instruction “Curriculum is all the experiences children have under the guidance of the teacher.” (1935)

Journey to Excellence VIII. Classroom Curriculum Design Classroom Instruction “Curriculum encompasses all learning activities provided by the school.” (1974) “Curriculum [is] a plan for experiences which the learner encounters under the direction of the school.” (1982)

Journey to Excellence VIII. Classroom Curriculum Design Classroom Instruction “Regardless of the direction provided by the school, individual teachers still need to make decisions regarding curriculum design at the classroom level given the unique characteristics of their students.” (2003)

Journey to Excellence EDUCATIONAL LEADERSHIP “Leadership influences virtually every aspect of school improvement. Leadership is a necessary condition for effective reform at every level.” Robert Marzano (2003) p. 172

Journey to Excellence EDUCATIONAL LEADERSHIP PRINCIPLES OF EFFECTIVE LEADERSHIP: ì Establish leadership team í Create joint ownership for change î Must utilize effective people skills PRINCIPLES OF EFFECTIVE LEADERSHIP: ì Establish leadership team í Create joint ownership for change î Must utilize effective people skills Administrative Leadership

Journey to Excellence EDUCATIONAL LEADERSHIP Personal Traits of Effective Leaders: ( Optimism ( Honesty  Consideration Personal Traits of Effective Leaders: ( Optimism ( Honesty  Consideration Administrative Leadership

A Journey to Excellence Adventist Education

A Journey to Excellence Adventist Education THE END