Can you complete the Prof Develop Plan ?

I have set up a development plan for schools. I have set three goals for the development plan. You can read them. All you have to do is complete the table as follows: 1. Write the introduction so that its content is appropriate with the three goals. 2. Write two strategies for the students for each goal. The number of words in each strategy is 200 words) 3 – the answers to the three questions written after the activities of the students 4 – writing the strategy one in the parents’ section (how the parents will achieve the three goals, 200 words for each strategy) 5 – writing the reflection of the plan.If you have any question let me know.

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MSED 655 Supervisory Behavior
Development of a School Professional Development Plan
A. The Problem (The Focus of Long-Term Improvement):
B. Special Issues to Consider:
Goal and Sub-Goals and Evidence of Compliance (3-5 School Improvement Goal(s) needing attention)
Goal 1: Each student will demonstrate
academic success, and will be prepared to
succeed after high school.
Goal 2: Each student will be supported by
teachers and school leaders with a high
degree of self-efficacy, readiness, and
Evidence of Compliance
Data Utilized to Demonstrate
Goal 3: Each school stage provides a safe
and healthy learning environment for all
students from pre-school to grade 12.
Development of the Plan:
Part 1: Strategies and Activities for Students
Strategies and Activities with Efficacy
Goal 1: Each student will demonstrate academic
success, and will be prepared to succeed
high school.
Strategy 1
Strategy 2
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Goal 2: Each student will be supported by
teachers and school leaders with a high
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self-efficacy, readiness, and effectiveness.
Strategy 1
Strategy 2
Goal 3: Each school stage provides a safe and
healthy learning environment for all
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from pre-school to grade 12.
Strategy 1
Strategy 2
A. How School Teams and Departments Will Collaborate:
B. How Learning will be Personalized for the Diversity of Students:
C. How Content-based Learning Materials and Strategies will be Emphasized:
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Part 2: Strategies and Activities for Professional Development (Please assure that all Part 1 activities have a corresponding
professional development element.)
Strategies and Activities
Goal 1: Each student will demonstrate
success, and will be prepared to succeed after
high school.
1. Create a database of schools for all
To achieve better student performance
must be created a database for all students
from pre-school to grade 12. The database
combines the student’s data and grades from
kindergarten until after the grade 12. The
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department of higher education in universities
can get students’ information from the
database.Therefore, they will know the
achievement level of the student. The system
also helps to identify the weaknesses of the
student.Also, it allows preparing students for
after the years of study. It also allows easy
communication with students wishing to fill
professional jobs. The staff supervising this
system will follow up the student’s data
continuously and adjust accordingly.
The system will link students’ test scores to
teachers, elementary, middle and higher school
principals each year and follow up high school
graduates with the higher education and career
The Data Advisory Committee (DAC), a
broad-based group of stakeholders, has been
established and is advising school leader, and its
education partners on data use and management.
This group is comprised of members from
education partners representing early learning,
teachers, principals and administrators,
postsecondary, research and workforce and
employment organizations.
School leader has established a network of
data stewards with responsibility for data quality
and management. Data administrators and
supervisors identify and document the work
systems of the centers, write and execute plans to
improve the accuracy of the data provided,
perform statistical checks to provide data and
provide technical support to improve data
quality. These resources represent the school
board’s commitment to collect and use higher
quality education data and to support users who
will benefit from the data in the performance of
their activities. As part of the project, school
leader and its education partners are building on
existing efforts to enable the use of the school
leader Unique student ID for links with postsecondary data and employment. Significant data
exchange agreements have been developed
between elementary school leader, middle school
leader, high school leader and the Graduation
office and that enable the sharing and linking of
data. The agreements specify the mechanisms
and approaches for sharing these educational data
while meeting the requirements and requirements
of the Family Education Rights and Privacy Act
The school leader is also participating
students data with high education leader. This
effort will facilitate data binding to postsecondary institutions by seeking to share these
data in the central data repository of higher
education data. Grant funding allocated to the
student assistance commission will provide
public secondary schools access to tools that
support the provision of the secondary transcript
to post-secondary schools, and to out-of-state
members of the mid-West higher education
compact. With the addition of the student ID to
the transcript data, the linking of P-12 with
postsecondary data is greatly facilitated through
this initiative. Student information system’s data
collection capabilities have been expanded with
the implementation of the course classification
system. The school leader and partnership are
now collecting student information at the school
level. Also, teacher ability to collect assignments
student, enabling the establishment of the student
to teacher link. Coincide with the initiative to
come back to rewrite school leader teacher and
administrator; data collection systems will house
information to support the evaluation of teacher
preparation programs, along with teacher and
administrator evaluation data. Further
enhancement of collection capabilities will
include an expansion of the early childhood data
collection to include infants and toddlers,
covering the age range from birth to five for
children in programs funded by the early
childhood block grant. The development of the
program is a critical step in building a data-based
decision-making environment to keep us
informed about our educational practices.
2. Revise the standards for learning
At the end year 2010, the state council for
education adopted a revised set of learning
standards for education from kindergarten to 12th
grade in mathematics and English language arts.
New learning standards based on common state
standards are more stringent and improve our
students’ preparation for college success and
functionality, replacing existing standards that
have been developed.
An implementation team representing various
divisions within the agency was established and
guidance and leadership provided to the
implementation team. Analysis of previous
English mathematics and comparison with new
standards is to guide the professional
development of educators. Set up new learning
standards on the agency’s website, produce
several information materials and hold regional
meetings to launch new standards.
The standards that were prepared later help
achieve the goal of preparation setting each child
for success in the career post-secondary
education. Under the new standards, teachers and
local school officials can develop their education
plans to help students achieve these new
standards. As are prepare students better for
success in college and careers by combining what
students need to learn and how knowledge is
applied to real-world situations. Standards are
measured internationally for high-performing
countries to help children compete globally.
Whether students choose to enter the workforce
immediately or go to college, they need skills of
consistent standards. Independence skills include
independence, strong content knowledge,
understanding and criticism, the use of
technology, and understanding of other
perspectives cultures. Mathematics and English
language standards have been developed for the
first time as they teach the foundation upon
which students build skills building in other areas
of learning. In English the K-8 standards are
listed by grade level, 9-12 are listed in the twoyear ranges to allow flexibility in course design.
English language standards are separated into
four branches:
Reading, writing, speaking, and listening are
aimed at balance and literature media texts and
threads inserted a variety of topics. Mathematics
standards emphasis on problem-solving and
communication, with high school standards,
highlight the use of mathematics in the real world
and advanced engineering concepts in middle
grades. The students expected to reach basic
forced readiness in grade 8.
3. partnership to assess faculty
New assessments are underway as we
continue to implement new learning standards.
Alkhobar city is one of the 13 states working in
partnership to assess faculty readiness and board
career, which provides leadership and
supervision of developing new assessments for
use by states that have adopted common state
standards. These evaluations are expected to go
beyond the traditional paper-pen tests using
innovative new computer-based elements and
more comprehensive response elements.
Coordination between curricula, education, and
evaluation will be stronger. The implementation
of the new evaluation system will contribute to
increasing the number of graduate students
willing to succeed in college and the workforce.
4/Evaluate access for all students
The Education Management has been
adopted to serve students with proficiency in the
English language. More than 100,000 texts have
been distributed to the reader. These booklets are
explicitly designed for reading aloud to students
who need them. Also, more than 5,000 audio
CDs or audio CDs were distributed, as well as
1,000 large print tests and 100 Braille tests.
The accommodation was also provided to
students with limited English proficiency.
Linguistic modified models were developed for
the Mathematics and Science Assessment Parts
of the Standard Achievement test. About 58,000
tests were distributed for students’ use.
Language-modified items are not easier than
their counterparts. It reduces or eliminates
unnecessary complex language that interferes
with students’ abilities to demonstrate knowledge
content. Also, the short answer to mathematics
and the expanded response elements were
translated into Arabic; students were allowed to
respond to mathematics, read the short answer
and expanded response elements in Arabic. For
the prairie state achievement exam, DVD audio
was provided in the Mathematics and Science
Parts section.
4. CTE Curriculum Revitalization
Education leade rboard is working with
career/technical education (CTE) stakeholders to
revitalize CTE curriculum to infuse courses with
21st-century literacy skills and meet core
academic requirements, including the new
Learning Standards. This initiative, which is a
partnership between Education leader board, the
facilitating council for Agricultural Education.It
is led by the Career and Technical The project
develops online tools that allow teachers to plan
standards-based instruction. Document the
standards addressed in their curriculum, deliver it
via an attractive contemporary online format and
assess student performance. The assessment data
generated enables teachers to individualize
instruction to the needs of students. Any teacher
can access and use the online tools free of cost.
The project currently hosts 870 lesson plans with
accompanying PowerPoints, test items and
student electronic units in 5 content libraries. It is
expected that a minimum of 70 additional sets of
curriculum materials will be posted to the
website in FY 12. This will increase the total
inventory to 100 sets for the start of the next
school year. The CTE curriculum project
provides continuous consultation with educators,
business and industry leaders from across the city
and includes professional development activities
for both teachers and guidance counselors.
5. Early Childhood Education
A study conducted by the Education
Department showed that the children who were
in the pre-school grad were prepared by the
social and scientific skills that qualify them to
enter the first grade of elementary school. These
improvements have been observed in all income
groups with children from low-income and atrisk families showing the greatest gains in
interest and ability to accomplish tasks. The
evaluation of the skills gained for the student
before and after their admission to the
kindergartens. The results showed a significant
difference between the skills gained before and
after the entry of kindergarten children. The
results support other research, and we have long
believed that reaching children sooner prepares
them for greater success in the future. Recent
budget cuts have reduced funding for early
childhood education by 10 percent in the FY year
2010, although it remained stable in fiscal year
12 and remained at the level or increase of the
previous 25 years. As for the children who are
exposed to academic failure from the age of
three, a plan will be developed for them to raise
their academic level. The education management
will adopt this program, and it will be free of
charge. All academic and behavioral needs of
children should be continuously monitored and
monitored by academics, teachers, and staff,
including children’s data in the web and
observing the progress of these children. The
process of identifying learning needs and
providing appropriate and timely education is the
basis for a successful education system. The data
derived from this monitoring should, therefore,
be guided by measured educational strategies to
promote success. It is important to note that
through continuous use of progress monitoring
and analysis of the academic and behavioral
growth of students can be appropriate curriculum
responses and curriculum. An improvement plan
for pre-school education will be developed by the
ministry of education. This plan will develop the
skills of teachers and staff for five years with the
aim of developing an understanding of the
behavioral and academic skills of children,
including those with disabilities. Through this
grant, the agency has established the I-RTI
network and will provide unified professional
development, technical assistance, and training
for teachers and parents.These services will focus
on improving the performance of students in
grades K-12 through the implementation of a
multi-level system of education, intervention, and
evaluation, including RTI, focusing on
administrative leadership; science, researchbased research, Grade 12; data-based decisions;
comprehensive examination and monitoring of
progress; and parental participation. Using a
common approach, systematic professional
development, technical assistance, and training
structure, the coherence of project services will
be improved, as well as the systematic
implementation of the knowledge and skills
acquired by participants. Also, training courses
for local staff and school staff will begin in the
summer of 2013.
Goal 2: Each student will be supported by
teachers and school leaders with a high
self-efficacy, readiness, and effectiveness.
Each student will be supported by highly
qualified teachers and school leaders. Advisory
groups of stakeholders are currently meeting to
recommend: (a) requirements for elementary
certificate; (b) support requirements at the
elementary level; and (c) requirements for
intermediate level certification and support. The
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proposed revisions would provide opportunities
for higher education to develop programs
specifically designed for teachers to teach at the
intermediate level with the content and education
necessary to meet the needs of middle school
students. These groups align accreditation
requirements with the new common core
standards and what teachers need to know for
teaching so that students can meet these criteria.
The recommendations focus on what is best for
students rather than the province’s composition of
1/Improving school leadership
The department of education has developed
new requirements for the preparation of the
Master with increased emphasis on education.
The rules have been finalized with specific
requirements for program selection, partnerships,
internships, resources, standards, and
evaluations. An education summit is being
planned to assist higher education in
understanding new requirements, program
development, and the application process. Also,
the Audit Board and the teacher certification
board will be trained in what the “high quality”
preparation program needs to demonstrate that it
will be approved.
2/Evaluation of teacher performance
The department of education continues to
work with stakeholders to enforce the
performance appraisal reform Act, which is the
cornerstone of teacher and principal reform. The
PAS requires assessments by teachers and
managers with no exceptions allowed, and the
integration of student growth as an essential
factor. The default evaluation model will also be
developed, and student growth should constitute
50 percent of the assessment. The education
management will focus on improving the
performance of students in grades K-12 through
the implementation of a multi-level system of
education, intervention, and evaluation, including
RTI, focusing on administrative leadership;
science, research-based research, Grade 12; databased decisions; comprehensive examination and
monitoring of progress; and parental
participation. These services will focus on
improving the performance of students in grades
K-12 through the implementation of a multi-level
system of education, intervention, and
evaluation, including RTI, focusing on
administrative leadership; science, researchbased research, Grade 12; data-based decisions;
comprehensive examination and monitoring of
progress; and parental participation. Has held a
meeting for more than a year to develop precise
and accurate systems to measure student growth,
teacher practice and the main exercise effective.
The committee has agreed on performance
measures for both teachers and principals, and it
works to measure student growth for both
principals and teachers. They have also
developed a communications subcommittee to
develop a plan to share their work and help to
obtain additional feedback for their work. A
training subcommittee received information
through a formal request for information and is
now developing training by the end of next year.
3/Statewide System of Support
The support system is intended to provide
a comprehensive range of research-based support
services and resources designed to improve
student outcomes in schools. The assistance
provided through the support system includes
programs and processes that represent best
practices in four areas: 1) standards-based
education systems, 2) data-based decision-
making for continuous improvement, 3) talent
and effectiveness, 4) dissemination of effective
research and practices, and 5) interventions to
transform low performing schools. The
evaluation process is then evaluated and
evaluated by assessing the results of student
achievement progress. Teachers’ progress is
Goal 3: Each school stage provides a safe and
healthy learning environment for all
from pre-school to grade 12.
1/School and Campus Security Training
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The school districts face many risks and
potential risks …
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