Quality Care In The NHS

Quality Care In The NHS 1. What is meant by quality in the phrase quality of care? Quality, broadly speaking, is a subjective measure of excellence and when applied to health care, quality can be understood as systems and provisions of care said to be free from defects, deficiencies, and significant variations. Within the NHS, this encompasses the provision of high quality primary, secondary and community care in which the interests of patients are protected through a comprehensive set of nationally aligned policies. Lord Darzi defines quality of care as clinically effective, personal and safe. How is this achieved? Within the NHS, quality is achieved through robust regulation, inspection, standard setting, change management, community and patient advocacy, alongside continual assessment of clinical competency (Leatherman and Sunderland, 2003). Quality is about effectiveness of care, from the clinical procedure the patient receives to their quality of life after treatment. The Equity and excellence: Liberat ing the NHS white papers assertion is that to achieve our ambition for world-class healthcare outcomes, the service must be focused on outcomes and quality standards that deliver them. Leatherman S, Sutherland K, (2003) The quest for quality in the NHS: a mid term evaluation of the ten year quality agenda. London: The Stationery Office, 2. In 2008, the Department of Health published the report High quality care for all: NHS Next Stage Review final report. 30 June 2008. (a) Please summarise the main approaches to improving quality proposed by the report (b) compare and contrast these approaches to those described in Gwyn Bevans editorial (quoted from above). The Department of Health report approaches improving quality by: High Quality Care for All proposes that all providers of NHS healthcare services should produce a Quality Account: an annual report to the public about the quality of services delivered. The Health Act 2009 places this requirement onto a statutory footing. Stringent regulation from bodies with increased statutory powers. The Care Quality Commission will have new enforcement powers. NICE will be expanded to set and approve more independent quality standards. New Quality Observatories will be established in every NHS region to inform local quality improvement efforts Strategic health authorities will have a new legal duty to promote innovation. This will be twinned with a portal to share evidence-based, best practice among clinicians and other NHS staff. Devolvement of power to ensure the involvement of clinicians in decision making at every level of the NHS. The introduction of medical directors and quality boards feature at regional and national level Increasing patient information and choice will be introduced in the first NHS Constitution. Patient information will include the systematically measure and publish information about the quality of care from the frontline up. Individualisation will become the key to the way in which patients are handled with a personalised care plan. Noting that one size doesnt fit all. Incentivisation of care outcomes will include a new best practice tariff and the paper suggests this will make funding reflect quality of care. Partnership will be embraced, utilising local authorities, with the services offered personalised to meet the specific needs of their local populations Prevention not just treatment will be paramount with focus on improving health as well as treating sickness. Bevans editorial evaluates the internal market systems that have been tested within the NHS according to the Audit Commission and the Health Care Commissions paper Is treatment working? Suggesting that despite the core intention of the internal market models to improve quality and efficiency of services for patients, as Black insists, there is little evidence to suggest that this has resulted from past models or alternatively the scrapping of the internal market when Labour came to power in 1997; i.e. formation of foundation trusts, increased commissioning autonomy, patient choice or the incentivisation of health outcomes (payment by results). The NHS internal market models aimed to keep healthcare costs low by forcing providers to compete for patients not compete on the basis of quality. A stark contrast in rhetoric is seen in the proposals that are raised in the report, where marketization is the key driver of systemic improvement in quality of care. The High quality care for all: NHS Next Stage Review final report shows the need for a more market-orientated strategy: a patient choice-led approach to hospital funding, the removal of barriers preventing the use of private health providers to carry out NHS work, and the devolution of management and budgetary control from Whitehall to local communities. It appears reform is circular and the report bears a resemblances to pre-1991 measures where received funding was based on local populations. While the Report is indicative of the need for a tripartite arrangement for achieving quality, with stakeholders as informants and agents for change, Bevan argues that the internal market model proposed, although attractive, relies on the assumptions that purchasers can be effective commissioners and that failing providers will be removed from the market. The centrepiece of the White Paper reforms and Operating Framework is the handing over of decisions on care, treatments and commissioning solely to GPs, ultimately creating a stable internal model where there will be a quality equilibrium. GPs will be burdened with the challenge of acting as a middleman between the patient and provider, ultimately as a gateway to funding and care. They with fundamentally be dismantling the current monopoly of care provision. Their decision making will be accountable to local communities and a board. This new buyer position is thought to remove duplication of population care commissioning and streaml ine decision making to where the Government foresees a natural place to put this responsibility. Propper et al, (2003) noted that in 1991, the Conservatives created a set of buyers, funded by central government, who were free to purchase health care for their populations from both public and private sector suppliers. Public sector suppliers were therefore not given direct funding, but were set to compete with each other, alongside a small private sector, for contracts from these public buyers. The autonomy of Foundation Trusts as buyers, in Bevans opinion, has led to a free market of care with little standardisation, with the private sector benefitting from the poor levels of governance most. Bevanss editorial suggests this may have benefit to the population because so much healthcare cost is driven by decisions that GPs make and should not be guided by ministerial change. Unviable providers will be pushed out of the market by new entrants, creating a self-regulated, internal market. The White Paper suggests there is evidence that health systems work better where budgets and spending power are moved as close to patients as possible. Providers will be paid according to their performance. Furthermore, that a bottleneck on the road to driving the quality agenda is linked to ministerial involvement in the day-to-day running of the NHS. This new public management gives GPs greater autonomy, placed them at arms length from the government, interlinks purchasing and providing functions, and increases competition with quality in mind. GPs will be responsible for all aspects of performance; acting as bureaucratic gatekeepers for all care needs their patients, and potential scapegoa ts for ministerial politicking. As it stands, effectiveness of this system is being hindered by hierarchical bureaucracy and political micromanagement on both a local and national level, including politically driven reforms with each new government. The report suggests the forced autonomy of GP Consortia, comparatively to Bevan whom notes the earned autonomy system, in which, the independent health care inspectorate awarded each NHS provider an annual star rating of zero to three stars. Providers that scored well on the star ratings gain small financial bonuses but win much greater operational freedom, and the ability to apply to become an independent not-for-profit NHS foundation trust status. Autonomy was the incentive as this gave managers more choice. At the other end of the spectrum, providers that score zero stars are placed on special measures, and if progress is not soon forthcoming, their management is replaced. Bevan suggests that measures of Provider performance (cost, equity of access, outcomes, patient satisfaction etc.) have proved difficult to progress forward and that only patients acting as consumers has left a marked change on the system. I think it is questionable whether in the short term, GP buying powers wi ll drive quality in a market in which there are few providers. The 2008 DH report takes note of such and relays the importance of an individualised service in which patient information to inform choice will breed quality. Patient choice and measures of satisfaction will simultaneously puts more pressure on providers to increase performance of measured care outcomes, which in turn become incentivised by cash rewards. They foresee GP consortia, evaluating Services considered to be sub-standard and withdrawing them from service if patient satisfaction and quality care outcomes are not met. Propper, C., Burgess, S., and Gossage, D. (2003).Competition and quality: Evidence from the NHS internal market 1991-1999. Unpublished paper, University of Bristol. 3. As one of the accompanying papers to the White Paper Liberating the NHS, the DH has recently published Transparency in outcomes a framework for the NHS.http://www.dh.gov.uk/en/Consultations/Liveconsultations/DH_117583 Please summarise the main approaches to improving quality proposed by this consultation. The NHS Operating Frame is an accountability framework which should, if followed, ensure that the NHS Commissioning Board works to deliver better healthcare outcomes. This will be through measures that are valid, reliable and sensitive to change, notably evidence-based outcome measures, not process targets. The outcomes and incentives emerging from the frameworks will be organised around 5 national outcome goals /domains that cover all treatment activity for which the NHS is responsible. Outcomes appear to be related to feasibility, cost of improvements and pre-existing data sets. Quality of care as advocated by Lord Darzi in realised in three of the domains; patient experience, safety and effectiveness. The domains fail to include outcomes of access/equity, expediency in service or efficiency, which seems to underlie previous national reforms imposed by the Labour Government in 1997. The Operating Framework fails to identify purposeful ways of addressing deficiencies and poor outcom e performance. Incentives and regulation are suggested but may not be drivers. Each of these five areas will have: outcome indicators improvement areas according to evidence (collected data, patient surveying of experience, etc) Quality standards, developed by NICE, will inform the commissioning of all NHS care and payment systems. Measuring and reporting on outcomes will focus the attention of clinicians and managers on how well they are doing, where the gaps might be between actual performance and the high aspirations of those who use the NHS. I dont believe all the outcomes are necessarily reliable measures of quality. In Domain 2, for example, there is a focus on functional outcomes and qualities of life for long term illness, which may lead to patients to receive care they do not want. A great deal of the outcomes will be developed through incrementalism, for example those related to compassion, dignity and respect as indicators of the quality of care. The measured outcomes should represent the overall quality of healthcare provided by the NHS, as well as being responsive to population need and demand. The outcomes should also be attributable directly to the actions of health care provided within the NHS, to enable accountability. Best practice should be identified and used as a basis for ensuring that the framework itself does not propagate practice that in itself leads, however indirectly, to inequalities. Key to the five high level outcome/domains is the need for a whole system approach in aspiring for complete transparency, effectiveness and patients exercising appropriate choices, alongside a need to balance local priorities. Seven principles underpin the framework which are intended to improve the quality of health care, these are: Balanced between need and demand Accountability and transparency Internationally comparability Patient and clinician centred environments and service delivery. Excellence and equality promotion Adaptability and focus on outcomes that can be forged in partnership with other public services. International comparability The Health Secretary will be able to hold the new independent NHS Commissioning Board to account for securing improved health outcomes, and measuring the outcomes that are most important to patients and healthcare professionals. These will be backed up by authoritative, evidence-based quality standards that will ensure everyone understands how those outcomes can be achieved Based on past experience, what do you think are the likelihoods of success of this latest initiative? Please ensure that you consider these in the context of the likely challenges for the NHS over the next few years. (Please cite references if referring to evidence of the impact of previous initiatives). The attention of policymakers is always firmly fixed on the future and rarely on documented measures of progress to assess the impact of one set of reforms, before the next wave of organizational change. Political values dominate empirical evidence for reform. With such levels of political uncertainty, it is hard to evaluate if in five years time, a general election will lead to a change in leadership and new Health Minister. With this in mind, change often does not necessarily make best use of available resources, skills and knowledge. The direct influence of research evidence on decision making is often tempered by factors such as financial constraints, shifting timescales and decision makers own experiential knowledge (Elliott 1999). With devolvement of power to local government, there is need for a precise balance to be struck between strategies based on choice and competition on the one hand, and local voice and democratization on the other. On its own, I dont think the NHS reforms will create a patient-led system. It is the people, the leaders and staff of the NHS, who will make or break the change process. Central to this, is the way in which the White Paper reforms will radically change the way in with GPs work collaboratively with providers to better the health and social care of the population they serve. Reorganisation will ultimately mean GPs will have to create new organisations and learn new skills. This will take behavioural change that is likely to be unwelcomed, as theres a shift towards increased paperwork and decreased patient time. GPs have shown considerable levels of apathy towards working reforms and changes in service delivery in the past, including contracted hours. For example, previously published opinion has indicated that the medical profession were predominantly opposed to the package of NHS reforms outlined in the Working for Patients and were especially opposed to the administration of hospital s by self-governing trusts (Lister, 1990). GP consortia will be exactly that, self-operating. As the Operating Framework enters its live consultation it will be important to gather evidence as to strength of feeling with which those opinions, either for or against various aspects of the NHS reforms are held. Reform is costly, since managers and other NHS professionals invest a huge amount of time and effort with each re-organization. The NHS faces the need to make cost savings of  £15-20 billion over the next four years. It is faced with the challenge to create better health outcomes with less resources. Moving to the new system, maintaining control of day-to-day services, and implementing these savings is going to require skilled management. This at time when the NHS is shedding much of its management workforce and when managers have been under political attack. Introduced in 2004 as part of the General Medical Services Contract, the QOF is a voluntary incentive scheme for GP practices in the UK, rewarding them for how well they care for patients. the higher the score, the higher the financial reward for the practice. The very suggestion that this was voluntary implies that not everyone welcomed such change. The introduction of a free market, in which providers can tender for supplying a service as opposed to an internal market, could serve to drive efficiency savings and quality of care. However, accountability and patient choice would require considerably management and information sharing across GP consortia. Department of Health. Payment by Results. London: DoH, 2002. 5. One of the differences in the current UK coalition governments approach to improving quality, compared to previous governments, is in the use of targets. Targets are defined by the DH (DH 2004) as: Targets refer to a defined level of performance that is being aimed for, often with a numerical and time dimension. The purpose of a target is to incentivise improvement in the specific area covered by the target over a particular timeframe. List the possible benefits of using targets to improve health/health services and then list the potential disadvantages of using targets. Use examples (either from your experience or from what youve heard on the media) to illustrate your points. On balance, are you for or against publication? The benefits of health/ health services targets include: Supports priority setting Promotes consistency Improves commitment and fosters accountability Guides allocation of resources Milestones for incremental improvements The disadvantages of health/ health services targets include: Priorities may be misdirected and are often politically engineered Not always evidence based Hard to measure/quantify Not always related to health care outcomes Often cost related, not need related. Clouded by bureaucracy Often incentive driven ie pay to treat. One such health target in the Labour Governments Health Policy, the four-hour target, imposed in Accident and Emergency Departments has received mixed reviews. It was just one of a range of centrally imposed standards, most of them designed to speed up treatment. With such a target, volume of patients being treated and the expediency of their treatment is implied to be of greater importance that the quality of care or health outcomes of patients. The Guardian, (2010) reports In opposition Lansley had been critical of the way that targets distorted the behaviour of doctors, saying in the case of AE that people should be treated in relation to the severity of their injury not an arbitrary time limit. 6. The current government is strengthening the role of the regulator. Please summarise the role of the Care Quality Commission (CQC). What challenges do you think the CQC will face over the next few years? In April 2009, as the result of passing of the Health and Social Care Act 2008 (2008 Act), the outcome-based regulator, Care Quality Commission (CQC) was officially established. Their primary role is to act as an independent regulator of the quality and capacity of health and adult social care. They are responsible for registering, reviewing and inspecting health, adult social care and mental health services to judge the clinical quality of healthcare. Regulation directly relates to the quality of care experienced by people, so called end users, who use the services and align to the Coalitions vision of a user-centred, integrated service with a strong focus on quality (CDC, 2010). Indeed, when services fail to meet the health and safety legal requirements of their compulsory registration, action against them is taken through strict enforcement powers. In the next few years, as we transition from one governance model to the next, exchanging power to a local level, improvements must be closely aligned to quality and substantial, evidence-based research. Research grants are being cut and it is likely public sector research, including health research, will suffer as result of such austerity. The CDCs broad remit to oversee NHS organisations is not limited to particular service areas or functions, like that of many of the existing regulators. They may find themselves over extending and unable to fully engage with the public in a transparent and meaningful way. As quality of care is embedded to offer assurance and to deliver improvements over time, there is potential for major disruption to be caused by the scale of the change management discussed within the White Paper. The CQCs model of regulation puts user involvement and community level accountability at the core of their actions. Though this is consistent with the changes implied within both the White Paper and Operational Framework, there is still considerable ambiguity surrounded where responsibility will lie across all regulated services, especially with the introduction of GP consortia. Until this is resolved and clarity found, ambiguity will only be escalated by poor engagement of stakeholders and insufficient information dissemination through the crucial transitional points. As patterns of service provision change, consistently identifying providers and commissioners, and then allowing for local communities to hold them to account for the services they provide may prove difficult. Once established within a professional capacity, the CDC will need to be aware of the information on outcomes and how it should be presented in a format that is accessible and meaningful to influence patient choice. Furthermore, in their role as an advocate of patients, as a consumer champion, the CDC will also be required to ensure that people who use services understand the care choices available to them and are involved in making decisions about their own care and support. The CDC (2010) note that Patient and public involvement in health organisation will be strengthened by the creation of HealthWatch England a new independent consumer champion within the Care Quality Commission. As a so called consumer champion, this suggests end user expectations may be heightened. Questions must be asked of how HealthWatch England shall be regulated.

Ing Life

ING Life Bo Sun CIS 505: Communication Technologies Strayer University Darcel  Ford, Ph. D. February 11, 2013 Difficulties and Risks Associated with Internet Originally, Internet was designed for absolute security environment. Therefore, the protocols which are consisting of the infrastructure of Internet have no security concerns. This means Internet is easily to be vulnerable. Although major part of security issues are from inside, Internet does take external threats. When users connect the Internet, the web browsers might contain breaches that permit scripts to access the system and may cause damages potentially.In addition, when information is transmitting through the public network, the transmission might be captured by someone else. This is known as man-in-the middle attack. (Dean, 2009) Another potential common risk associated with Internet is called reconnaissance threats. Attackers could detect the reachable networks, devices and services through the Internet connection, o r even draw an entire network map. Furthermore, DoS attack is another risk users could encounter when using Internet. Hackers attempts to over-whelm the system in order to make it shut down. Oppenheimer, 2011) Analyze ING’s Solution The security mechanism existing in the current ING’s network is implemented a fire between the external brokers and the internal servers. Basically, this is not enough to protect the network, especially, the information of ING involves private personal information. The information should be protected carefully. Securing Internet connection a variety of overlapping security mechanisms will be equipped to guarantee the security of the Internet connection.Common mechanisms include: firewalls, packet filters, physical security, audit logs, authentication and authorization. At the same time, technicians also need to implement packet filters to prevent the Internet routers from the DoS attacks. DoS attacks have great intimidation to public server s. In this condition, reliable operating system and applications are critical to solve the potential attacks. CGI and other types of scripts also could take care of the servers. Finally, firewall mechanism is efficient when facing Dos attacks.Firewall technologies, physical security, authentication and authorization mechanisms, auditing, and possibly encryption consist of the security mechanisms utilized on remote access (Oppenheimer, 2011). Besides these normal network security mechanisms, a proper routing protocol is also important to Internet connection. The selected protocol should support route authentication. And static and default routing is an issue need to be concerned because of potential compromised routing updates. Finally, clear police and comprehensive training for the employee is significant.After all, most security issues are leaded by human errors. Critique the Extranet Solution To support extranet connection for brokers is an excellent decision. It is simply for us ers to get access to the information which they needed. On the other hand, extranet is easily to be managed from the security aspect. Administrators could implement security mechanisms simply. Remote-access VPN is another way could be Implemented to connect the brokers. According to Oppenheimer, â€Å"Reomte-access VPNs permit on-demond access to an organization’s internetwork, via secure, encrypted connections. (Oppenheimer, 2011) This function is suitable for the remote uses which don’t need always connection. Users connect the corporate’s network through service provider’s network, this could decrease the budget of connection and the the work of network administritors. Install redundent mechanism could imprive brokers service. When primary database shut down, the backup devices could guarantee the network connection work normally. References Dean, T. (2009). network+ guide to networks. Mason: Cengage Learning. Oppenheimer, P. (2011). Top-down Network Design. Boston: Pearson Learning Solutions.

The Three Reasons Homework Should be Given Essay - 602 Words

Doing homework can be difficult and sometimes takes a lot of time. However, at the same time doing homework can be beneficial and enjoyable. There are three reasons why homework should be given. First, teachers are able to know how students are doing easily through checking the students’ homework. Second, doing homework can stimulate the interest of studying; and finally students may comprehend better and receive high marks through doing the homework the teachers have assigned. First of all, homework is like a detector, teacher is able to know how students are doing through checking the students’ homework. At school, the communication between teacher and students is brief; teacher only have a short while to explain to students what†¦show more content†¦If most students can exceed the expectation but a few cannot, teachers are able to help them promptly. To conclude, giving out homework is a way teacher detect how students are doing. Secondly, doing homework can stimulate the students’ interest of studying. English and Science, two of the most captivating subjects, require students to search certain information in order to complete homework. During the time students searching, it is always very easy to be absorbed by the various intriguing articles. While the students are into the articles, their interest starts to develop. Many students even prepare for their future careers because of their interest. One relevant example is the famous scientist Albert Einstein. When Einstein is young, his favorite subject is Science; every time his Science teacher assigns homework, Einstein always goes to library to search on information related to his homework. At that time, his interest commences to develop. Later on, Einstein becomes a world famous scientist. Without homework, Einstein probably is not interested in science and not widely known. To summarize, doing homework is able to stimulate the students’ interest of studying. Finally, students can comprehend problems better through doing homework. As students enter high schools, subjects especially Math or Physics commence to become difficult. Many types of problems begin to appear in tests. To exceed the expectations, students who are over confidential and think thatShow MoreRelatedWhy Teachers Should Reduce Homework771 Words   |  4 Pageswanted to do homework? Would you follow what they do and want to do as much homework as they wanted or would you not go down that and just be one of those normal everyday people. Well if children just had homework to do they wouldn t even be able to do what they want to do out of school such as spend quality time with their loved ones or participate in extracurricular activities. More homework could also give children stress and make them do unpredictable things. These are the reasons why I thinkRead MoreHomework Takes Away From Family Time1592 Words   |  7 PagesIntroduction In the beginning of the twentieth century homework was viewed as an exceptional practice that helped students learn through practice and repetition. In recent years parents and educators were concerned that homework is taking away from â€Å"social experience, outdoor recreation, and creative activities† These experiences are necessary to a good childhood. So, let’s think about it, is homework necessary for success in school? Homework over the last few decades has increased dramatically, andRead MoreImportance Of Homework In Education1565 Words   |  7 PagesCorey Jones July 25, 2017 English 1301 Prof. Stacey Said Homework: Essential to the Student Homework is a very vital aspect of our education system that has been used for centuries. Homework is, â€Å"work or study done in preparation for a certain event or situation† (Webster). There is no better way to teach a student discipline, studiousness and diligence than through assigning homework. Homework was first assigned by an Italian schoolteacher by the name of Roberto Nevilis in the year 1095. FormalRead MoreThe Goal Of A Teacher990 Words   |  4 PagesMany teachers assign large amounts of homework to students. Unfortunately this causes a great deal of stress, loss of time, or decrease in homework quality and effectiveness. Too much homework is not worth the extra effort put out by teachers and students, and teachers should take consideration to the well-being of the students by encouraging them to learn and accomplish the schoolwork effectively and correctly. Student’s careers and lives often depend on what they learn in school, and what is taughtRead MoreN o Time By Ben F. Scott Fitzgerald864 Words   |  4 Pageshis homework. About an hour and a half later, his sister knocks on the door, telling Ben she needs help with her chores. While Ben wants to help, he can’t stay awake doing his homework past midnight. So, Ben answers, â€Å"Sorry, no time.† A couple hours pass by and finally, Ben finishes his homework. He brushes his teeth, puts on his pajamas, and slips into bed. Falling asleep (participle), Ben asks himself, â€Å"Why can’t I enjoy my life?† He then answers his own question, â€Å"No time.† While homework helpsRead MoreExcessive Amount Of Homework On Students Essay866 Words   |  4 PagesMany teachers assign large amounts of homework to students. Unfortunately this causes a lot of stress, loss of time, or decrease in homework quality and effectiveness. Too much homework is not worth the extra effort put out by teachers and students, and teachers should take consideration to the well-bein g of the students by encouraging them to learn and get the schoolwork done effectively and correctly. Student’s careers and lives often depend on what they learn in school, and what is taught canRead MoreAmerican Students Drop Out Of High School1534 Words   |  7 Pagesin the United States are the twenty-fifth math, the seventeenth in science, the fourteenth in reading, out of twenty nine countries (OECD 2012)? According by the National Assessment of Education Progress, two out of three eighth-graders cannot read proficiently and that nearly three out of four eighth- and 12th-grade students cannot write proficiently. How the level of U.S schools can be so low, when we know that the United State is one of the first country in the world which spend the most moneyRead MoreAmerica s Preparing Students For The Future1132 Words   |  5 PagesStudents that are coming out of high school now days, don’t feel like they learned anything that has prepared them for their adult life. Another part of the problem with high schools is the amount of homework is given to students. Let’s say that a student has five classes a day and receives five hours of homework each night. That leaves the student little to no time to spend time with family and friends, go to work, play a sport, and even do necessities like sleeping. If that student doesn’t get enoughRead MoreProblems with School-Assigned Homework Essay1369 Words   |  6 Pagesbecause a child is doing homework, does not mean he or she is learning (Kohn). The fact is, the homework teachers have assigned has gone up dramatically. In 1981, children ages six to nine received about 44 minutes of homework a week. By 1997, children six to nine were receiving almost two hours of homework a week (Chaika) That number has almost tripled. Though supporters have pointed out the many benefits of homework over the years, which may have led to the increase of homework assigned because of theRead MoreIs Homework Real ly Helpful?842 Words   |  4 PagesHomework. Everybody has it. it’s just a fact of life for any middle school student. You go to school, and you work. You come home and you work some more. Work at home. Homework. it’s been given out and policed for so long that no one really questions it anymore. But now we are. Homework doesn’t help; it hurts. Middle schoolers in particular should not be assigned homework. First of all, most teachers give out homework because they believe the practice will help kids understand and learn more

How Do I See Myself Free Essay Example, 1000 words

I use a religious outlook and a more cool pro entertainment one. Such a behavior of switching between different moods and outlooks make us seem more like selfish creatures as a chameleon but in the end this is what we all practice after all â€Å" Only The Fittest Survives†. Appearance in a more formal gathering with elders and family members signal me to look more appealing in that particular situation. Appealing here refers not to physical beauty but to the best behavior that makes me attractive. Thus, I adopt a more Islamic behavior paying more attention to the traditional practices and Islamic doctrines that are stressed upon us since childhood. We talk about prayers, about our holy book, about fasting, about pilgrimage and even some past religious events. Thus the whole theme under such a circumstance is transformed to religion. Such an outlook if portrayed in front of friends or relatives of similar age would be regarded as ineffective or in other words â€Å"silly†. Therefore, it works best and attracts admiration by elders. Elders seem to appreciate it, as in our culture association with a pious or a purely fair person is widely sought. We will write a custom essay sample on How Do I See Myself or any topic specifically for you Only $17.96 $11.86/page

Love Sonnets by Sir Thomas Wyatt and Sir Philip Sidney

Love is a difficult thing to express in words in any given language. It is near impossible to convey the paradoxical pain and pleasure of love that sounds dreadfully horrid but simultaneously magical. Most people are often confused and have a hard time figuring and sorting out exactly how they feel and felt about their love and relationship. However, to love someone or be loved by someone is a special gift, and to be able to convey your gratitude for whatever you received out of the relationship is an extremely intense and concentrated task. Poetry is one of the best ways to express oneself sincerely. With the time and convections that go into writing poetry, it allows the reader to think of exactly what he or she desires to say, and†¦show more content†¦The last quatrain is the ending to the narrator’s thought, which is then summarized in the ending couplet. The ending couplet reads: Then farewell world, thy uttermost I see; 13 Eternal Love, maintain thy life in me. 14 The ending couplet acts as a sort of last word for the sonnet. It is usually not specific, but generalized to convey the basic idea of the sonnet and what the author was essentially trying to say and what he has come to after his experiences. This gives the poem a very solid feel to the ending; it feels like a catharsis for the narrator. Although similar in form and topic, the theme and tone of the two sonnets are not entirely similar. Both of the sonnets are based on love and the complex emotions that come from it, but they both do not share the same end feeling toward the general concept of love. In Sir Thomas Wyatt the Elder’s â€Å"Farewell, Love,† the narrator seems to be accepting of the failures that sometimes occur with love, and seems a little saddened and used by love and relationships. The tone that the narrator gives is that he has lived and experienced and doesn’t care or feel the desire to experience anymore. This is emphasized with the last two lines of the poem that read: For hitherto though I have lost all my time 13 Me lusteth no longer rotten boughs toShow MoreRelatedComparing Two Love Sonnets by Sir Thomas Wyatt and Sir Philip Sidney1797 Words   |  8 PagesLove is a difficult thing to express in words in any given language. It is near impossible to convey the paradoxical pain and pleasure of love that sounds dreadfully horrid but simultaneously magical. Most people are often confused and have a hard time figuring and sorting out exactly how they feel and felt about their love and relationship. However, to love someone or be loved by someone is a special gift, and to be able to convey your gratitude for whatever you received out of the relationshipRead MoreElizabethan Poetry Essay582 Words   |  3 PagesOf Singing Birds. Wyatt and Surrey In 1557 Tottel printed A Miscellany of Uncertain Authors commonly known as Tottels Miscellany. Sir Thomas Wyatt (1503 - 42) and Henry Howard, Earl of Surrey (1517-47) made valuable contributions to this anthology. Wyatt transplanted the sonnet form from Italy to England.Both Wyatt and Surrey wrote sonnets based on the Petrarchan model, the form which immortalized by Shakespeare and Milton. They brought the theme romantic personal love in poetry to BritainRead MoreElizabethan Poetry941 Words   |  4 PagesGeorge Puttenham’s The Arte of English Poesie (1589) and Sir Philip Sidney’s The Defense of Poesie (1595): early attempts to think about English poetry as a distinct national tradition. Puttenham and Sidney were concerned to build a canon and help shape English poetry into a tradition capable of rivalling more prestigious literatures (for example of Italy and France). The courtly lyric/ Petrarchan love sonnet introduced to English by Sir Thomas Wyatt and Henry Howard, Earl of Surrey: not the only poeticRead More Sonnets 18 and 130: Defending and Defying the Petrarchan Convention1241 Words   |  5 PagesSonnets 18 and 130: Defending and Defying the Petrarchan Convention  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚   During the Renaissance, it was common for poets to employ Petrarchan conceit to praise their lovers. Applying this type of metaphor, an author makes elaborate comparisons of his beloved to one or more very dissimilar things. Such hyperbole was often used to idolize a mistress while lamenting her cruelty. Shakespeare, in Sonnet 18, conforms somewhat to this custom of love poetry, but later breaks out of the moldRead MoreSir Philip Sidney’s defence essay, â€Å"An apology for poetry,† refers to poetry â€Å"as an art of1900 Words   |  8 PagesSir Philip Sidney’s defence essay, â€Å"An apology for poetry,† refers to poetry â€Å"as an art of imitation [†¦] [that] speaks metaphorically† (Ferguson, Salter Stallworthy, 2005: 331). Sidney’s essay epitomises the pivitol importance and art of creating poetry. From the 1500’s to the 1660’s, England found itself a process of complete rebirth of all its importan t facets. Transformation in its social and cultural, as well as philosophical and religious approaches was evident. This transformational processRead MoreSonnet 9 Of Astrophil And Stella1254 Words   |  6 PagesA sonnet, 14-line poem, written about an unrequited love, meaning the love is not returned. They were originally written in Italian, until Sir Thomas Wyatt translated them into English. The poem shows a pursuit of the beloved with the narrator of the poem having an inner conflict between reason and passion. This comes to play in Sir Philip Sydney’s Astrophil and Stella. In his writing, The Defense of Poesy, he says the purpose of poetry is to teach and delight, and he does this in Astrophil and StellaRead MoreSynopsis Of A Poem Rhyme 1574 Words   |  7 Pagesthat is not true after I learned about the sonnet in class. Usually, sonnets use rhymes a lot. There are two major rhyme schemes on sonnet: Petrarchan (or Italian) sonnet and Shakespearean (or English) Sonnet . Both of the sonnets have different rhyme schemes. A sonnet consists of a single stanza of fourteen lines. The lines are mainly iambic pentameter and linked by an intricate rhyme scheme. A sonnet is a poetic form, which originated in Italy. The sonnet was used in Italy, France, Spain, NetherlandsRead MoreElizabethan Era11072 Words   |  45 Pagesbetween France and England was largely suspended for most of Elizabeths reign. The one great rival was Spain, with which England clashed both in Europe and the Americas in skirmishes that exploded into the Anglo-Spanish War of 1585–1604. An attempt by Philip II of Spain to invade England with the Spanish Armada in 1588 was famously defeated, but the tide of war turned against England with an unsuccessful expedition to Portugal and the Azores, the Drake-Norris Expedition of 1589. Thereafter Spain providedRead Moreâ€Å"the Spirit of Renaissance and Elizabethan Era†5448 Words   |  22 Pagesfrom paradise in Paradise Lost; playwrights, such as Christopher Marlowe and William Shakespeare, composed theatrical representations of the English take on life, death, and history. Nearing the end of the Tudor Dynasty, philosophers like Sir Thomas More and Sir Francis Bacon published their own ideas about humanity and the aspects of a perfect society, pushing the limits of metacognition at that time. England came closer to reaching modern science with the Bac onian Method, a forerunner of the Scientific

The Secret Circle The Power Chapter Two Free Essays

â€Å"You’ve told the story your way,† Adam said. â€Å"Some of it’s been close to the truth, and some of it’s been just plain lies. But none of it happened exactly the way you told it. We will write a custom essay sample on The Secret Circle: The Power Chapter Two or any similar topic only for you Order Now † He looked around the Circle again. â€Å"I don’t care what you think of me,† he said, â€Å"but there’s somebody else involved here. And she† – he glanced at Cassie, just long enough for her to see his blue-gray eyes, still shining like silver – â€Å"doesn’t deserve to be put through this, especially not tonight.† A few of the coven members, notably Laurel and Melanie, looked away, slightly ashamed. But the rest simply stared, angry and mistrustful. â€Å"So what’s your side of the story?† Deborah said, scowling. Her expression said she felt she’d been taken in, and she didn’t like it. â€Å"First of all, it wasn’t like that when Cassie and I met. It wasn’t love at first sight . . .† Adam faltered for a moment, looking into the distance. He shook his head. â€Å"It wasn’t love. She helped me, she saved me from four outsider guys with a gun. The witch-hunting kind of outsiders.† He looked hard at Chris and Doug Henderson. â€Å"But she didn’t know – † Deborah began. â€Å"She didn’t know what I was, then. She didn’t know what she was. Witches were something out of fairy tales to her. Cassie helped me just because I needed help. These guys were after me, and she stashed me in a boat and sent them all off running in the wrong direction down the beach. They tried to get her to tell where I was, they even hurt her, but she didn’t give me up.† There was a silence. Deborah, who admired physical bravery above all other qualities, looked quizzical, her scowl smoothing out a little. Faye, though, was squirming like a fish trying to get off a hook, and her expression was unpleasant. â€Å"How sweet. The brave heroine. So you just couldn’t resist fooling around with her.† â€Å"Don’t be a jerk, Faye,† Adam said, giving Faye’s arm a little shake. â€Å"I didn’t do anything with her. We just – † He shook his head again. â€Å"I told her ‘thank you.’ I wanted her to know that I wouldn’t forget what she’d done – remember, at the time I still thought she was an outsider, and I’d never known an outsider who did anything like that for one of us. She was just this nice outsider girl; sort of quiet and pretty, and I wanted to say ‘thanks.’ But when I was looking at her I suddenly felt – as if we were connected somehow. It sounds stupid now, maybe, but I could almost see this connection†¦Ã¢â‚¬  â€Å"The silver cord,† Cassie whispered. Her eyes were full, and she wasn’t aware she’d spoken aloud until she saw faces swing toward her. Melanie’s eyebrows went up and Diana looked startled too, maybe just at hearing Cassie break the silence she’d kept so long. Suzan’s rosebud lips were pursed into an O. â€Å"Yeah, I guess that was what it looked like,† Adam was saying, staring off into the distance again. â€Å"I don’t know – it was just this confused impression. But I did feel grateful to her, and I would have liked her for a friend – how about that, an outsider friend?† There were murmurs of amusement and unbelief. â€Å"And,† Adam said, looking straight at Diana, â€Å"that’s why I gave her the chalcedony rose you gave me.† No murmurs this time. Grim silence. â€Å"It was a token of friendship, a way to repay a debt,† Adam said. â€Å"I figured if she ever got in trouble, I could sense it through the crystal and maybe do something to help. So I gave it to her – and that was all I did.† He looked at Faye defiantly, and then even more defiantly around the group. â€Å"Except – yeah, right – I did kiss her. I kissed her hand.† Laurel blinked. The Henderson brothers looked at Adam sideways, as if to say he was crazy but they guessed it was his own business what bits of girls he kissed. Faye tried to look scornful, but it didn’t come off very well. â€Å"Then I left the Cape,† Adam said. â€Å"I didn’t see Cassie again until I came back up here for Kori’s initiation – which turned out to be Cassie’s initiation. But there’s one other important thing. In all the time I talked to Cassie I never told her who I was or where I was from. I never told her my name. So whatever she came up here and did – whatever poems she wrote, Faye – she didn’t know who I was. She didn’t know Diana and I were together. Not until that night when I showed up on the beach.† â€Å"So I suppose that’s a good reason for pretending you didn’t know each other, for sneaking around behind everybody’s back and meeting each other,† Faye said, on the offensive again. â€Å"You don’t know what you’re talking about,† Adam said tightly, looking as if he’d like to shake Faye again. â€Å"We didn’t sneak anywhere. The first time we ever talked alone was the night the skull ceremony in Diana’s garage went wrong. Yeah, that night on the bluff when your little spies saw us, Faye. But d’you know what Cassie said to me in our first conversation alone since we’d met? She said she was in love with me – and that she knew it was wrong. Ever since she’d found out it was wrong, ever since she realized that I wasn’t just some guy on the beach, but Diana’s boyfriend, she’d been fighting against it. She’d even taken an oath – a blood oath – not to ever show anybody, by word or look or deed, how she felt about me. She didn’t want Diana to find out and feel bad, or feel sorry for her. Does that sound like somebody who’s trying to sneak around ?† The Circle looked back at him. Soberly, Melanie said, â€Å"Let me get this right. You’re saying there’s nothing at all to Faye’s accusations?† Adam swallowed. â€Å"No,† he said quietly. â€Å"That’s not what I’m saying. That night on the bluff . . .† He stopped and swallowed again, and then his voice hardened. â€Å"1 can’t explain what happened, except that it was my fault, not Cassie’s. She did everything she could to avoid me, to keep out of my way. But once we were alone we were drawn together.† He looked at Diana without flinching, although the pain was evident in his face. â€Å"I’m not proud of myself, but I never meant to hurt you. And Cassie is completely innocent. The only reason she was speaking to me at all that night was that she wanted to give me back the chalcedony rose – so I could give it back to you. In all of this, she’s never been anything but honest and honorable. No matter what it cost her.† He stopped and his mouth turned grim. â€Å"If I’d known she was being blackmailed by this snake – â€Å" â€Å"I beg your pardon,† Faye interrupted, golden eyes flashing dangerously. Adam returned the look, just as dangerous. â€Å"That’s what it was, wasn’t it, Faye? Blackmail. Your little spies saw us that night – when we were saying good-bye, and swearing never to see each other alone again, and you decided to make the most of it. I knew there was something going on with you and Cassie after that, but I could never figure out what it was. Cassie was scared to death all of a sudden, but why she didn’t just come to me and tell me what you were up to . . .† His voice trailed off and he looked toward Cassie. Cassie shook her head mutely. How could she explain? â€Å"I didn’t want you caught up in it too,† she said in a voice scarcely above a whisper. â€Å"I was afraid you’d tell Diana, and Faye said if Diana found out†¦Ã¢â‚¬  â€Å"What?† Adam said. When Cassie shook her head again he gave Faye’s arm a little shake. â€Å"What, Faye? If Diana found out it would kill her? Wreck the coven? Is that what you told Cassie?† Faye smirked. â€Å"If I did, it was only the truth, wasn’t it? As things turned out.† She wrenched away from Adam. â€Å"So you used her love for Diana against her. You blackmailed her to make her help you find the skull, right? I’ll bet it took some persuading.† Adam was only guessing, but his guess was dead on target. Cassie found herself nodding. â€Å"I found out where it was – â€Å" â€Å"But how?† Diana interrupted, blurting it, speaking for the first time directly to Cassie. Cassie looked into the clear green eyes with the tears hanging on the dark lashes and spoke directly back. â€Å"I did what Faye said,† she said tremulously. â€Å"First I looked in the walnut cabinet – remember when I stayed overnight and you woke up with me in the room? When the skull wasn’t there I thought I’d have to give up, but then I had a dream. It made me remember something I’d seen in your Book of Shadows, about purifying an evil object by burying it in sand. So I went and searched the beach and finally found the skull under that ring of stones.† Cassie paused, looking at Faye, her voice growing stronger. â€Å"Once I had my hands on it, though, I realized I couldn’t give it to Faye. I just couldn’t. But she had followed me and she took it anyway.† Cassie took a deep breath, making herself meet Diana’s eyes again, her own eyes begging Diana to understand. â€Å"I know I shouldn’t have let her have it. I should have stood up to her, then and afterward, but I was weak and stupid. I’m sorry now – I wish I’d just come and told you in the beginning, but I was so afraid you’d be hurt†¦Ã¢â‚¬  Tears were choking her voice now, and making her vision blur. â€Å"And as for what Adam said – about it all being his fault – you have to know that isn’t true. It was my fault, and at the Halloween dance I tried to make him kiss me, because I was so upset by then and I thought that nothing really mattered, since I was evil anyway.† There was wetness on Diana’s cheeks, but now she looked taken aback. â€Å"Since what?’ â€Å"Since I was evil,† Cassie said, hearing the terrible, stark truth in the simple words. â€Å"Since I was responsible for killing Jeffrey Lovejoy.† The entire coven stared at her, appalled. â€Å"Wait a minute,† Melanie said. â€Å"Run that by me one more time.† â€Å"Whenever anybody used the skull, it released dark energy, which went out and killed somebody,† Cassie said carefully and clearly. â€Å"Faye and I were the ones who used the skull before Jeffrey was killed. If it wasn’t for me, she couldn’t have used it, and Jeffrey would still be alive. So, you see, I’m responsible.† Animation was returning to Diana’s eyes. â€Å"But you didn’t know,† she said. Cassie shook her head fiercely. â€Å"That’s no excuse. There’s no excuse for any of it – not even for doing worse things because I thought I was evil anyway and what did it matter? It did matter. I listened to Faye and I let her bully me.† And I kept the hematite, she thought, but there was no point in getting into that. She shrugged, blinking more tears away. â€Å"I even let her make me vote for her for leader. I’m sorry, Diana – I’m so sorry. I don’t know why I did it.† â€Å"I do,† Diana said shakily. â€Å"Adam said it already – you were scared.† Cassie nodded. All the words she’d held back for so long were pouring out. â€Å"Once I started doing things for her, I couldn’t stop. She had more and more to blackmail me with. Everything just went more and more wrong and I didn’t know how to get out of it . . .† Cassie’s voice broke. She saw Faye, lip curled, step forward and try to say something, and she saw Adam shut her up with a single glance. Then she turned and saw Diana’s eyes. They were as luminous as peridot crystals held up to the light, liquid with unshed tears, but also with – something else. It was a look Cassie had never expected to see again, especially not directed at her. A look of pain, yes, but also of forgiveness and longing. A look of love. Something broke inside Cassie, something hard and tight that had been growing since she had started to deceive Diana. She took a stumbling step forward. Then she and Diana were in each others’ arms, both crying, both holding on with all their strength. â€Å"I’m so sorry, I’m so sorry for everything,† Cassie sobbed. It seemed a long time before Diana drew back, and when she did she stepped away from the group, turning to look into the darkness. Cassie wiped her cheeks with the back of her hand. The moon, hanging low on the horizon, shone like old gold on Diana’s hair. There was absolute silence except for the distant roar and crash of waves on the beach. The entire group stood motionless, as if waiting for something that none of them could quite define. At last Diana turned back to them. â€Å"I think we’ve all heard enough,† she said. â€Å"I think I understand, maybe not everything, but most of it. Listen, everybody, because I don’t want to say this again.† Everyone was quiet, their faces turned toward Diana expectantly. Cassie had the distinct feeling that a judgement was about to be rendered. Diana looked like a priestess or a princess, tall and pale, but resolute. There was a strange dignity about her, an aura of greatness and of certainty that belied the pain in her eyes. I’m waiting to hear my punishment, Cassie thought. Whatever it was, she deserved it. She glanced at Adam and saw he was waiting too. His expression asked no favors, but Cassie knew what he must be feeling underneath it. They both stood before Diana, connected by their crime, glad to have it in the open at last. â€Å"1 don’t want anybody to discuss what’s happened tonight again,† Diana said, her voice soft and distinct. â€Å"Not ever. Once I’ve finished talking we’ll all consider the subject closed.† She looked at Adam, not quite meeting his eyes. â€Å"I think,† she said slowly, â€Å"that I know how it must have been for you. These things happen sometimes. I forgive you. And as for you, Cassie – you’re even less to blame. There was no way for you to have known. I don’t blame either of you. All I ask – â€Å" Cassie drew a shuddering breath and broke in. She couldn’t hold back any longer. â€Å"Diana,† she said, â€Å"I want you to know something. All this time, underneath, I’ve been angry and jealous because Adam belonged to you and not me. Even up until tonight. But all that’s changed now – truly. Now all I want is for you and Adam to be happy. Nothing is more important to me than you – and the promise I made.† For an instant it crossed Cassie’s mind to wonder if Adam were less important, but she shoved the thought away and spoke earnestly, with utter conviction. â€Å"Adam and I – we both made that promise. If you’ll just give us another chance to keep it – just one more chance †¦Ã¢â‚¬  Diana was opening her mouth, but Cassie went on before she could speak. â€Å"Please, Diana. You’ve got to know that you can trust me – that you can trust us. You’ve got to let us prove that.† There was a slight pause, then Diana said, â€Å"Yes. Yes – you’re right.† She took a deep breath and let it out, looking at Adam almost tentatively. â€Å"Well, then, what if – if we just forget all about this for a while? Just – wipe the slate clean?† A muscle in Adam’s jaw jerked. Silently, he took the hand Diana extended toward him. Diana held her other hand out to Cassie. Cassie took it and held on tightly to the slim, cold fingers. She wanted to laugh and cry at once. Instead she just gave Diana a wobbly smile. Looking at Adam she saw that he was trying to smile too, although his eyes were dark as storm clouds over the ocean. â€Å"And that’s it?† Faye exploded. â€Å"Everything’s all right now, all sweetness and light? Everybody loves everybody and you’re all going home holding hands?† â€Å"Yes,† Adam snapped, giving her a hard look. â€Å"As for the last, anyway. We’re going home – it’s past time for that.† â€Å"Cassie needs to rest,† Diana agreed. The blank helplessness had left her entirely, and although she looked more fragile than Cassie had ever seen her before, she also looked determined. â€Å"We all need that.† â€Å"And we need to call a doctor – or somebody,† Deborah said unexpectedly. She inclined her head toward Number Twelve. â€Å"Cassie’s grandma . . .† â€Å"Whose side are you on?† Faye snarled. Deborah just gave her a cool look. Diana’s fingers tightened on Cassie’s. â€Å"Yes. You’re right, we’ll call Dr. Stern – and Cassie can come home with me.† Faye gave a short bark of laughter, but nobody laughed with her. Even the Henderson brothers were serious, their slanted eyes thoughtful. Suzan twisted a lock of strawberry-blond hair around her fingers, looking at Cassie’s and Diana’s intertwined hands. Laurel nodded encouragingly when Cassie glanced at her, and Melanie’s cool gray eyes shone with quiet approval. Sean chewed his lip, looking uncertainly from one member of the group to another. But it was Nick’s expression that surprised Cassie most. His face, usually so unemotional, was clearly strained, as if there were some violent struggle going on beneath the surface. There was no time to think about him now, though. No time even to think about Faye, who was seething uselessly, her plans to fracture the coven in ruins. Melanie was speaking. â€Å"Do you want to go by my house first, Cassie? Great-aunt Constance is looking after your mom, and if you want to see her †¦Ã¢â‚¬  Cassie nodded eagerly. It seemed like a hundred years since she had seen her mother, since she had been inside that room filled with red light, looking at her mother’s glassy, empty eyes. Surely her mother would be all right by now; surely she would be able to tell Cassie what had happened. But when the three of them, Melanie, Cassie, and Diana, who hadn’t let go of Cassie’s hand on the short drive to Number Four, went into the house, Cassie’s heart sank. Melanie’s great-aunt, a thin-lipped woman with severe eyes, led them silently into a downstairs guest room. One look at the ghostly figure on the bed sent chills of dismay through Cassie’s bloodstream. â€Å"Mom?† she whispered, knowing already there would be no answer. God, her mother looked young. Even younger than she normally did, frighteningly young, unnaturally so. It was as if it weren’t Cassie’s mother on the bed there at all, but some little girl with dark hair and big haunted black eyes that vaguely resembled Mrs. Blake’s. A stranger. Not someone who was going to be of help to Cassie. â€Å"It’s okay, Mom,† Cassie whispered, stepping away from Diana to put a hand on her mother’s shoulder. â€Å"Everything’s going to be all right. You’ll see. You’re going to be just fine.† Her throat ached, and then she felt Diana gently leading her away. â€Å"You’ve both been through enough,† Melanie said once they were outside again. â€Å"Let us take care of things with the doctor – and the police, if they have to come. You and Cassie get some sleep.† The rest of the coven was waiting in the street, and they nodded in agreement when Melanie said this. Cassie looked at Diana, who nodded too. â€Å"Okay,† Cassie said. It came out faint and slightly hoarse and she realized how tired she was – bone-tired. At the same time she was light-headed, and the entire scene in front of her was assuming a dreamlike quality. It was just too strange to be standing out here in the wee hours of the morning, knowing that her grandmother was dead and her mother was in shock, and that she didn’t have a house to go back to. Yet there were no adults on the street, no commotion, only the members of the Circle and an eerie stillness. Come to think of it, why weren’t there any parents out here? Surely some of them must have heard what was going on. But the houses on Crowhaven Road remained shuttered and silent. On the way to Melanie’s house, Cassie thought she’d seen a light go off in Suzan’s house and a curtain whisk back at the Henderson’s. If any adults were awake, they weren’t getting involved. We’re on our own, Cassie thought. But Diana was beside her, and she could see Adam’s tall form silhouetted against the headlights of the coven’s parked cars. A sort of strength flowed into Cassie just at their nearness. â€Å"We’ve got to talk tomorrow,† she said. â€Å"There’s a lot I’ve got to tell you – all of you. Things my grandmother told me right before . . . before she died.† â€Å"We can meet at lunchtime on the beach – † Diana began, but Faye’s throaty voice cut her off. â€Å"No, we can’t. I’m the one who decides where the meetings are now, or had you forgotten?† Faye’s head was thrown back proudly, the silver crescent-moon diadem gleaming against the midnight-black of her hair. Diana opened her mouth, then shut it again. â€Å"All right,† Adam said with deceptive calmness, stepping out of the glare of headlights to stand by Faye. â€Å"You’re the leader. So lead. Where do we meet?† Faye’s eyes narrowed. â€Å"At the old science building. But – â€Å" â€Å"Fine.† Adam didn’t wait for her to finish; he turned his back on her. â€Å"I’ll drive you home,† he said to Diana and Cassie. Faye looked furious, but the three of them were already moving away. â€Å"By the way, Diana – happy birthday,† she called spitefully after them. Diana didn’t answer. How to cite The Secret Circle: The Power Chapter Two, Essay examples

Essay About Supervision free essay sample

University School of Education Supervision of Instruction EDPL 240 / 340 Room: Lalumiere 288; Tuesdays, 4:30 – 7:10 Spring, 2007 Instructor: Martin Scanlan, Ph. D. E-mail: martin. [emailprotected] edu Phone: 414-288-4434 Office hours: Schroeder Room 194 Tuesdays, 1:00 – 3:00, or by appointment Course description: Supervision of instruction focuses on creating and sustaining effective teaching and learning environments for students and educators. This course is designed to provide teachers, content specialists, and administrators with an introduction to how instructional leadership and supervision can enhance student learning and sustain school improvement. This course treats supervision as an instructional process, the aim of which is to improve instruction. Major topics include the meaning of supervision, supervision as leadership and as human relations, developing the supervision program, supervisory techniques, and evaluation in supervision. (3 credits) Required text: 1. Bransford, J. , Brown, A. , Cocking, R. (Eds. ). (2000). How people learn: Brain, mind, experience, and school (Expanded Edition ed. ). Washington, D. C. : National Academy Press. This text is also available electronically at http://www. nap. edu/books/0309070368/html/ 2. Glickman, C. , Gordon, S. , Ross-Gordon, J. M. (2007). SuperVision and instructional leadership: A developmental approach (7th ed. ). Boston, MA: Pearson Education, Inc. 3. Other required readings will be available electronically on the course web site. This web site will also be used for various administrative tasks (e. g. discussion forum, assignment submission and grading, group coordination, quizzes). Since we will use this site extensively, access to a computer connected to the internet is required for successful completion of this course. EDPL 240 / 340 Supervision of Instruction - Page 1 of 25 NOTE: All writing in class should be formatted according to the Publication Manual of the American Psychological Association (5th ed. . If necessary, students should purchase this text. Recommended texts: Students are required to select a book for an independent essay review. Some suggested texts: 1. Bredeson, P. (2002). Designs for learning: A new architecture for professional development in schools. Thousand Oaks, California: Corwin Press. 2. Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development. 3. Peterson, K. Peterson, C. (2006). Eff ective teacher evaluation: A guide for principals. Thousand Oaks, California: Corwin Press. 4. Reeves, D. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA: Association for Supervision and Curriculum Development. 5. Tomlinson, C. A. , McTighe, J. (2006). Integrating differentiated instruction and understanding by design: Connecting content and kids. Alexandria, VA: Association for Supervision and Curriculum Development. Course Standards and Performance Indicators This course will include content and skills to meet the following Wisconsin Standards and Indicators for Administrator Development and Licensure : The administrator has an understanding of and demonstrates competence in the 10 teacher standards. (#1) The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community. (#2) The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and professional growth. (#3). Students will be expected to regularly contribute to discussions, present new information, analyze supervisory situations, and work collaboratively with other members of the class. Assessments: 1) 2) 3) 4) 5) 6) Participation: Class Presentation: Critical Task 11: Critical Task 12: Critical Task 13: Essay Book Review: 10% of final grade 15% of final grade 20% of final grade 20% of final grade 20% of final grade 15% of final grade Ongoing Weeks 7 – 11 Due Week 6 Due Week 9 Due Week 12 Due Week 14 : Participation (10% of final grade): The typical class meeting will consist of a discussion of required readings, and an in-class activity such as a guest speaker, a case study discussion or simulation. Since class discussions are vital to the success of the class, your attendance and participation are important and will contribute to your final course grade. Attendance: Given that most learning takes place via discussion, activities, and other experiences in the classroom, please att end all class sessions, arrive on time, stay the entire class, and return promptly from breaks. If an emergency situation occurs when you must miss all or part of a class, please let me know in writing before your absence. Preparation: Students are expected to carefully prepare all readings and to participate in class discussions from an informed perspective. For each class meeting, students should have generated at least three (3) questions or insights regarding the reading assignment and be prepared to initiate or facilitate class discussion. Participation: Participation in class requires coming prepared and will include leading discussions, role-playing, and actively listening to colleagues. Successful class discussions involve tolerance and respect for the diversity of opinions expressed by your colleagues. While overt expressions of intolerance, such as sneers, eye rolling and dismissive gestures, are clearly objectionable, subtler behaviors, such as zoning out or dominating class discussion are also not acceptable. Opening and Closing of the Class Session: All participants are asked to lead a fiveminute opening and closing ritual for one class period. This is a ritual that can signal that our class is ready to begin, and at the end of the class, signal the transition out of the class. This ritual, aligned with the Ignatian pedagogy that imbues Marquette University, attempts to help us be mindful and reflective in our pursuit of knowledge and theory. Please try to tie your opening and closing to our course content. Examples of openings and closings include reading / sharing copies of a favorite quote or short reading, a EDPL 240 / 340 Supervision of Instruction - Page 4 of 25 favorite song on CD or tape, or a sacred moment in an educational setting that held particular significance to you. Participation Grading: Participation and attendance will be graded pass/fail weekly. You will only be notified if you receive a failing grade. An unexcused absences is automatically a failing grade. Students who receive 2 failing grades in participation will be required to conference with the professor to discuss the concerns. : Oral Presentation on a topic related to supervision. (15% of final grade) Students will choose to research a topic related to the course themes that they believe would be beneficial to present to other educators. Students will then prepare an annotated bibliography of 5 – 8 journal articles from within the past 5 years. Students are required to conduct a research consultation with a reference librarian to facilitate this review. Finally, students will prepare a 20 – 30 minut e class presentation on this topic. The presentation should incorporate technology and be modeled in a manner to be presented to colleagues in your school setting, such as at a faculty, board, or home/school meeting. See Attachment A for a complete description/rubric. 3: Critical Task 11: 5-Year Professional Development Plan for Beginning Teachers (20% of final grade) – due 2/20 See Attachment B for a full description/rubric of this task. 4: Critical Task 12: Case Study and Analysis of Professional Growth Plan for School (20% of final grade) – due 3/13 See Attachment C for a full description/rubric of this task. : Critical Task 13: Evaluation of Teacher Using Supervisory Model (20% of final grade) – due 4/3 See Attachment D for a full description/rubric of this task. 6: Essay book review (15% of final grade) This essay book review (3000 – 4000 words) will review a book chosen by the student within the context of the goals and objectives of this course. The review should integrate key concept s addressed throughout the course and serve as an opportunity to articulate a cohesive vision of how instructional leadership and supervision can enhance student learning and sustain school improvement. Essay Book Review Rubric Presents key concepts of book Integrates key concepts / literature from class Articulates vision of teaching / learning community Writing quality TOTAL /5 points /5 points /5 points /5 points /20 points EDPL 240 / 340 Supervision of Instruction - Page 5 of 25 NOTE: All assignments must be submitted electronically as Word attachments through D2L and/or emailed to the instructor, on or before the stated deadline. ? Technical accuracy (spelling, grammar, usage, citations, paragraphing, etc. ) will be required. APA formatting should be used. ? Mature composition skills (clarity, cohesiveness, varied sentence structure, appropriate vocabulary, etc. ) will also be expected. If you are taking the class as EDPL 340, contact me about assessment adjustments. Grading procedures: This course follows policies of Marquette University on grading and academic honesty addressed in detail in the Graduate Bulletin: http://www. marquette. edu/grad/current/bulletin. shtml Specific grading for each of the student responsibilities is described above. A = Excellent (94 – 100%) AB = 90 – 93% B = Satisfactory (84 – 89%) BC = 80 – 83% C = Minimally acceptable (70 – 79%) F = Failure (below 70%) NOTE: After you receive your graded work, you may choose to revise and resubmit it. Revisions need to be shown using â€Å"track changes† tool on the originally graded document. Revisions should be resubmitted in a timely manner, not all at once at the end of the semester. -Guiding ethos: This course is aligned with the mission of the School of Education, which promotes an Ignatian view of educators as intellectual, moral, and spiritual leaders, guided by ethics of care and social justice. Inclusion: This course is conducted in a manner that affirms the dignity of each individual regardless of age, culture, faith, ethnicity, race, gender, sexual orientation, language, disability or social class (Marquette University, 2006). Accommodations. Please let me know if you need any special accommodations in the curriculum, instruction, or assessments in this course to enable you to fully participate. Contact me as early in the course as practicable about such accommodations. I will try to maintain the confidentiality of the information that you share with me. If you need to miss class because of a religious observance, please let me know at least two weeks in advance. Campus resources. If you have questions about campus policies and services you may wish to contact the Marquette Office of Disability Services, Alumni Memorial Union room 317 (www. marquette. edu/oses/disabilityservices/index. shtml; 414-288-1645) EDPL 240 / 340 Supervision of Instruction - Page 6 of 25 CALENDAR: Session 1 2 3 4 5 6 7 8 9 10 11 12 Date 1/16 1/23 1/30 2/6 2/13 2/20 2/27 3/6 3/13 3/20 3/27 4/3 4/10 Topic Introduction / Course Overview Conceptual frameworks for effective instructional leadership Adult development Organizational / social context of schools Interpersonal Skills Interpersonal Skills Technical Skills Tasks of Supervision Tasks of Supervision Cognition and learning Cognition and learning Teaching Teaching Independent Work Week School Improvement Theories and models of organizational change Function of Supervision Readings n/a Glickman 1, 2, 3 Glickman 4, 5 Tyack Tobin, 1994 Glickman 6, 7, 8, 9 Glickman 10, 11, 12 Glickman 13, 14, 15 Glickman 16, 17, 18 Glickman 19, 20 BowersSipe, 2005 Bransford 1, 2, 3 Bransford 4, 5 Bransford 6, 7 Bransford 8, 9 Goldstein, 2004 Zepeda, 2004 Hirsh, 2005 Glickman 21, 22 Bernauer, 2002 n/a Assignment ISLLC selfassessment Critical Task 11 Presentations Presentations Critical Task 12 Presentations Presentations 13 14 15 4/17 4/24 5/1 Critical Task 13 Essay Book Review EDPL 240 / 340 Supervision of Instruction - Page 7 of 25 Attachment A: Oral Presentation on a topic related to supervision. (15% of final grade) Directions: 1)Choose to research a topic of interest to you related to the course themes. Possible topics include (but are not limited to) the following: ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Characteristics of Effective Teaching Peer Coaching Cognitive Coaching Differentiated Supervision Mentoring Models Gender and Racial Differences in Career Development Adult Learning Styles Teacher Motivation Self-Directed Development Merit Pay and Supervision Teacher Evaluation and Student Learning 360 Degree Feedback PI-34 (Professional Development Plan) Supervision Models in Alternative Settings (e. g. , counseling programs, resource centers, specialized schools, higher education, etc. ) Supervision of Co-Curricular, Extra-Curricular and Non-Exempt Personnel 2) Using research tools such as ERIC and/or Proquest, research this topic. Students are required to conduct a research consultation to facilitate this research. 3) Prepare an annotated bibliography of 5 – 8 journal articles from within the past 5 years. Each annotation will be a maximum of 200 words. ) Prepare a 20 – 30 minute class presentation on this topic. The presentation should incorporate technology and be modeled in a manner to be presented to colleagues in your school setting, such as at a faculty, board, or home/school meeting. 5)On the day of your presentation, submit a copy of the annotated bibliography and presentation outline to each class member and to the instructor. Oral Presentatio n Rubric Literature Annotations Integration of Class Concepts Class presentation Outline TOTAL 5 points 5 points 5 points 5 points /20 points EDPL 240 / 340 Supervision of Instruction - Page 8 of 25 Attachment B: Marquette University School of Education Educational Policy and Leadership Master’s in Educational Leadership – EDLE EDPL 240 Supervision of Instruction Critical Task #11 5-Year Professional Development Plan for Beginning Teachers Standards Addressed: NCA Goal #2 – Apply psychological, historical, and educational research literature to improve educational service in a school or organization. Wisconsin Standard 1 – The administrator has an understanding of and demonstrates competence in the teacher standards. Wisconsin Standard 2 – A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The administrator has knowledge and understanding of: 2. 4 information sources, data collection, and data analysis strategies Wisconsin Standard 3 – The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff rofessional growth. The administrator has knowledge and understanding of: 3. 8 adult learning and professional development models The administrator believes in, values, and is committed to: 3. 16 professional development as an integral part of school improvement The administrator facilitates processes and engages in activities ensuring that: 3. 21 professional development promotes a focus on student learning consis tent with the school vision and goals 3. 6 life long learning is encouraged and modeled Task Description: Write a 5-year professional development plan for a beginning teacher. Directions: Introduction: Brief description of the school’s professional community, including the following as applicable: EDPL 240 / 340 Supervision of Instruction - Page 9 of 25 †¢ †¢ †¢ School’s vision / mission statement (Required) Size and experience levels of faculty (Required) Description of PI-34 implementation plan Analysis: Professional Development Plan for Initial Educators based on Wisconsin Teacher Standards #1 Content The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. * †¢ †¢ †¢ Description of school’s Formal Professional Support addressing this standard: Description of school’s Informal Professional Support addressing this standard: Description of school’s Professional Support Needs linked to this standard: 2 Pupil growth and development The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. * #3 Learning styles The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils , including those with disabilities and exceptionalities. * #4 Classroom instruction The teacher understands and uses a variety of instructional strategies, including the use of technology, to ncourage children’s development of critical thinking, problem solving, and performance skills. * #5 Classroom management The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. * #6 Communication The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. #7 Lesson planning The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. * EDPL 240 / 340 Supervision of Instruction - Page 10 of 25 #8 Assessment The te acher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. #9 Reflection The teacher is a reflective practitioner who continually evaluates the effect of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. * #10 Community The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well being and acts with integrity, fairness, and in an ethical manner. Reflective Summary Please describe the ways in which this analysis increased your understanding of, appreciation for, and commitment to †¢ †¢ †¢ †¢ various adult learning and professional development models professional development as an integral part of school improvement the relationship between professional development, student learning, and a school’s mission and goals the importance of encouraging and modeling lifelong learning. Rating Scale Rating Scale Key: U = Unsatisfactory; S = Satisfactory; E = Exemplary Criteria for passing this critical task (Check one): o Demonstrates Mastery (All ratings exemplary or satisfactory) o Does Not Demonstrate Mastery (One or more ratings unsatisfactory) EDPL 240 / 340 Supervision of Instruction - Page 11 of 25 Scoring Rubric Critical Task #11 EDLE 5-Year Professional Development Plan for Beginning Teacher (EDPL 240) UNSATISFACTORY SATISFACTORY EXEMPLARY SCORE Project Introduction Missing required information regarding school’s professional community (outlined on template) Supplies all required information regarding school’s professional community Provides indepth information / insights regarding overview of school community Lists 3 illustrations Describes of professional thoughtfully development/support analyzes 3 or needs for each WI more teacher standard; illustrations of Description professional demonstrates development understanding and support/needs commitment to adult for each WI learning and standard; professional Description and development as part analysis of school demonstrates improvement plan. advanced understanding and consistent commitment to adult learning and professional development as part of school improvement plan. Identifies sources for Incorporates data gathered from multiple, varied 1-2 sources. information sources into the data collection process. WI 3. 8/WI 3. 16 Wisconsin Teacher Standards – demonstrates understanding of and commitment to adult learning and professional development as part of school improvement. Lists 0-1 illustrations of professional development support needs for each WI teacher standards; Does not demonstrate understanding and commitment to adult learning professional development as part of school improvement plan. WI 2. 4 Unclear or missing Data source attribution for collection data collection. demonstrates understanding of information sources, data collection, and data analysis strategies. EDPL 240 / 340 Supervision of Instruction - Page 12 of 25 WI 3. 26 Reflective summary models life long learning. Minimally reflects on 0-2 indicators listed on template as framework for project assessment; makes no connections that model life long learning. Reflection on 3-4 project assessment indicators. akes connections that model life long learning. WI 3. 21 Professional development plan promotes a focus on student learning consistent with school vision and goals. Professional development plan includes minimal examples that focus on student learning; professional development plan is not clearly connected to or consistent with school goals. Professional development plan includes 3-4 examples that focus on student learning; professional development plan is connected to and consistent with school vision and goals. Submits indepth summary reflection that incorporates all assessment indicators; makes relevant and thoughtful connections that model life long learning. Professional development plan includes multiple examples that focus on student learning; professional development plan is clearly and thoughtfully connected to and consistent with school vision and goals. Professional Writing: Multiple errors in grammar, spelling, and usage; weak organization. Occasional technical errors; average organization and composition style. Error free; clear, coherent, and mature organization/composition style. Student Name: Evaluator: Date: Rating: ID: EDPL 240 / 340 Supervision of Instruction - Page 13 of 25 Criteria for passing this critical task: (check one): o Demonstrates Mastery (All ratings are satisfactory or exemplary. ) o Does Not Demonstrate Mastery (One or more ratings are unsatisfactory. ) EDPL 240 / 340 Supervision of Instruction - Page 14 of 25 Attachment C: Marquette University School of Education Educational Policy and Leadership Master’s in Educational Leadership – EDLE EDPL 240 – Supervision of Instruction Critical Task #12 Case Study and Analysis of Professional Growth Plan for School Standards Addressed: NCA Goal #2 – Apply psychological, historical, and educational research literature to improve educational service in a school or organization. Wisconsin Standard 3 – The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. The administrator has knowledge and understanding of: 3. 5 principles of effective instruction 3. 7 diversity and its meaning for educational programs 3. 11 school cultures The administrator facilitates processes and engages in activities ensuring that: 3. 25 diversity is considered in developing learning experiences 3. 2 curricular, co-curricular, and ex tra-curricular programs are designed, implemented, evaluated, and refined 3. 37 multiple sources of information regarding performance are used by staff and students Task Description: Directions: I. Introduction: Brief overview of the status of the school’s formal School Professional Improvement Plan, including, e. g. , general components, process for development and review, date of implementation, etc. Analysis: Focus on specific School Improvement issues linked to Wisconsin Standard for Administrator Development and Licensure #3 A. Curriculum design, implementation, evaluation, and refinement 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or II. EDPL 240 / 340 Supervision of Instruction - Page 15 of 25 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations B. Utilization of multiple information sources for performance assessment by staff 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations C. Utilization of multiple information sources for performance assessment by students 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations D. Instructional effectiveness 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations E. Diversity awareness, consideration, and incorporation into educational programming EDPL 240 / 340 Supervision of Instruction - Page 16 of 25 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations F. Professional development for faculty and staff 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. Description of current school strengths Description of needs / recommendations G. Design, implementation, evaluation, and refinement of co-curricular and extracurricular programs 1. Description of ways in which this issue has been addressed in the School’s Professional Improvement Plan or 2. Personal analysis of this issue, incorporating data gathered from interviews, documents, observations, etc. a. b. III. Reflective Summary To what extent do you believe that, in your educational organization, the general school culture and instructional climate are conducive to pupil learning and staff professional growth (#3)? Rating Scale: Rating Scale Key: U – Unsatisfactory; S = Satisfactory; E = Exemplary Description of current school strengths Description of needs / recommendations EDPL 240 / 340 Supervision of Instruction - Page 17 of 25 Criteria for passing this critical task (Check one): o Demonstrates Mastery (All ratings exemplary or satisfactory) o Does Not Demonstrate Mastery (One or more ratings unsatisfactory) EDPL 240 / 340 Supervision of Instruction - Page 18 of 25 Scoring Rubric Critical Task #12 EDLE Case Study and Analysis of Professional Growth Plan for School (EDPL 240) UNSATISFACTORY SATISFACTORY EXEMPLARY SCORE Project Introduction Provides indepth information / insights regarding School’s Improvement Plan WI 3. 32/WI Lists 0 – 1 example for Provides at least 2 Describes 3. Analysis Option #1 or examples for thoughtfully Analysis of #2 a b, related to Analysis Option #1 analyzes 3 or School’s School Professional or #2 a b, related more examples Profes sional Improvement Plan to School for Analysis Improvement issues A-G (described Professional Option #1 or #2 Plan – on template and linked Improvement Plan a b, related curricular, co- to WI Standard #3 issues A-G to SPIP issues curricular, indicators) A-G and extracurricular programs are designed, implemented, evaluated and refined; professional improvement plan demonstrates understanding of effective instruction. WI 3. 35 Lists 0-1 example of Provides at least 2 Describes Professional how diversity is examples of how thoughtfully Improvement considered in diversity is analyzes 3 or Plan considers professional considered in more examples diversity in improvement plan. professional of how developing improvement plan. diversity is learning considered in experiences. rofessional improvement Missing appropriate information regarding School Professional Improvement Plan (described on template) Supplies basic information regarding status of School’s Professional Improvem ent Plan EDPL 240 / 340 Supervision of Instruction - Page 19 of 25 plan. WI 3. 37 Data Collection – Multiple sources of information regarding performances are used by staff and students. WI 3. 11 Reflective summary demonstrates understanding of school culture. Professional Writing: Technical Skills Student Name: Evaluator: Date: Unclear or missing source attribution for data collection where needed or appropriate Identifies sources for data gathered from 1 – 2 sources Incorporates multiple, varied information sources into the data collection process Minimally reflects on the relationship between school culture and pupil learning / professional growth Multiple errors in grammar, spelling, and usage; weak organization Links several Standard #3 project indicators to reflection on school culture Occasional technical errors; average organization and composition style ID: Submits indepth summary reflection that incorporates all Standard #3 project indicators Error free; clear, coherent, and mature organization / composition style Rating: Criteria for passing this critical task: (check one): o Demonstrates Mastery (All ratings are satisfactory or exemplary. ) o Does Not Demonstrate Mastery (One or more ratings are unsatisfactory. ) EDPL 240 / 340 Supervision of Instruction - Page 20 of 25 Attachment D: Marquette University School of Education Educational Policy and Leadership Master’s in Educational Leadership – EDLE EDPL 240 Supervision of Instruction Critical Task #13 Evaluation of Teacher Using Supervisory Model Standards Addressed: NCA Goal #4 – Evaluate own leadership using a variety of educational frameworks and data sources. Wisconsin Standard 3 – The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth. The administrator has knowledge and understanding of: 3. 3 applies motivational theories 3. 7 diversity and its meaning for educational programs 3. 8 adult learning and professional development models The administrator facilitates processes and engages in activities ensuring that: 3. 6 professional development as an integral part of school improvement 3. 21 professional development promotes a focus on student learning consi stent with the vision and goals 3. 26 life long learning is encouraged and modeled 3. 38 a variety of supervisory and evaluation models is employed Task Description: Employ a supervisory and evaluation model to observe and provide feedback for a teacher. Directions: II. Introduction: Brief description of the background details of this observation cycle, e. g. , who will be observed, how long has the person been teaching, what content area (s) will be involved, etc. Narrative Description and Analysis A. Pre-Conference †¢ Description of Pre-Conference III. EDPL 240 / 340 Supervision of Instruction - Page 21 of 25 Determination of the purpose of the observation, including the identification of specific teacher / student behaviors. †¢ Analysis of Pre-Conference Selection of an appropriate observation model (Glickman, Chapter 14). Reflection on pre-conference interpersonal skills, e. g. , listening, clarifying, encouraging, reflecting, presenting, problem-solving, negotiating, directing, standardizing, and reinforcing. Reflection on needed supervisory behaviors, e. g. , directive control, directive informational, collaborative, and / or nondirective B. Observation / Data Collection †¢ †¢ Description of Observation and Data Collection Analysis of Observation and Data Collection C. Post-Conference †¢ Description of Post-Conference Presentation of feedback and suggestions for improvement †¢ Analysis of Post-Conference Reflection on post-conference interpersonal skills, e. g. , listening, clarifying, encouraging, reflecting, presenting, problem-solving, negotiating, directing, standardizing, and reinforcing Reflection on clinical cycle supervisory behaviors, e. g. , directive control, directive informational, collaborative, and / or nondirective Reflection on overall effectiveness of the selected observation model IV. Reflective Summary Based on your completed clinical observation cycle, please describe the ways in which you believe that effective developmental supervision contributes to each of the following: EDPL 240 / 340 Supervision of Instruction - Page 22 of 25 †¢ †¢ †¢ Rating Scale Increased teacher motivation (#3. 3) Lifelong learning and professional development (#3. 26, #3. 8) Ongoing school improvement and student learning (#3. 16, #3. 21) Rating Scale Key: U – Unsatisfactory; S = Satisfactory; E = Exemplary Criteria for passing this critical task (Check one): o Demonstrates Mastery (All ratings exemplary or satisfactory) o Does Not Demonstrate Mastery (One or more ratings unsatisfactory) EDPL 240 / 340 Supervision of Instruction - Page 23 of 25 Scoring Rubric Critical Task #13 EDLE Evaluation of Teacher Using Supervisory Model (EDPL 240) UNSATISFACTORY SATISFACTORY EXEMPLARY SCORE WI 3. 38 Minimally describes Uses a variety of pre-conference session supervisory and with teacher evaluation models in pre-conference description/analysis. WI 3. 7 Demonstrates understanding of diversity and its meaning in description of observation data collection. WI 3. 3/3. 8/3. 38 Uses motivational theories, adult learning models, supervisory and evaluation models for post-conference. WI 3. 16/WI 3. 21/WI 3. 26 Reflective Summary focuses on professional development, life long learning and student learning. Professional Writing: Technical Skills Analyzes interpersonal skills, supervisory behaviors, reason for model selected Minimally describes Describes in detail Analyzes the the teacher observation the observation data to provide and provides basic session the data teacher information about data collected; provides feedback gained during the written suggestions consistent with session for teacher the purpose of improvement the observation Describes postconference session content Describes postconference content and supervisor / teacher interactions Analyzes interpersonal skills, supervisory behaviors, and effectiveness of observation model Submits indepth summary reflection that incorporates all project indicators Describes preconference session, including purpose for observation and selected model Offers a personal reflection on the clinical cycle experience Makes connections between the clinical cycle experience and 2 – 3 project indicators Multiple errors in grammar, spelling, and usage; weak organization Occasional technical errors; average organization and composition style ID: Error free; clear, coherent, and mature organization / composition style Student Name: EDPL 240 / 340 Supervision of Instruction - Page 24 of 25 Evaluator: Date: Rating: Criteria for passing this critical task: (check one): o Demonstrates Mastery (All ratings are satisfactory or exemplary. ) o Does Not Demonstrate Mastery (One or more ratings are unsatisfactory. ) EDPL 240 / 340 Supervision of Instruction - Page 25 of 25