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Back in Adventist Education

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Presentation on theme: "Back in Adventist Education"— Presentation transcript:

1 Back in Adventist Education
Putting the Back in Adventist Education A Journey to Excellence

2 A Journey to Excellence
Adventist Education

3 “Can Education be Adventist and Excellent, Too?”
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)

4 thoroughly Adventist, and
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

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

6 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

7 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

8 Journey to Excellence “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.” Education, p. 13

9 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)

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

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

12 Journey to Excellence “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.” Mike Schmonker (1999) p. 24 & 25

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

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

15 Journey to Excellence “High expectations for student learning has been one 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.” Reynolds & Teddlie (2000) p. 148

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

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

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

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

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

21 Wright, Horn & Sanders (1997) p. 63
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

22 VI. Classroom Instruction
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

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

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

25 VII. Classroom Management
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

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

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

28 VIII. Classroom Curriculum Design
Journey to Excellence VIII. Classroom Curriculum Design “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) Classroom Instruction

29 VIII. Classroom Curriculum Design
Journey to Excellence VIII. Classroom Curriculum Design “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) Classroom Instruction

30 EDUCATIONAL LEADERSHIP
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

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

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

33 A Journey to Excellence
Adventist Education

34 A Journey to Excellence
THE END A Journey to Excellence Adventist Education

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