Back in Adventist Education Putting the A Journey to Excellence.

Back in Adventist Education

Back in Adventist Education

Putting the

A Journey to Excellence


Adventist Education

Journey to ExcellenceJourney to Excellence

Putting the “A” Back In Adventist Education

“Can Education be Adventist and Excellent, Too?”

by Paul Brantley, Ph.D.

in Journal of Adventist Education (Summer, 1999)

and Adventist Review (Special Issue, Spring, 2004)


Putting the “A” Back In Adventist Education . . . means ensuring that it is: thoroughly Adventist, and

fully committed to excellence, producing Grade A schools A+A+


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


Putting the “A” Back In Adventist Education . . . means: utilizing current research

of best practices to ensure student learning in quality Adventist schools


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

Education, p. 13


Education, p. 13

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


Putting the “A” Back In Adventist Education

Demonstrate alignment between . . . Journey to Excellence and current research of best practices.

What Works in Schools, by Robert Marzano (ASCD, 2003)


I. Guaranteed and Viable Curriculum

Opportunity to Learn (Guarantee)(Guarantee)Opportunity to Learn (Guarantee)(Guarantee)

Goals and Essential ElementsGoals and Essential Elements


I. Guaranteed and Viable Curriculum

Opportunity to Learn (Guarantee)(Guarantee) Opportunity to Learn (Guarantee)(Guarantee)

Time Utilization Time Utilization (Preferred Practice)(Preferred Practice)

Time Utilization (Viability)(Viability)


Mike Schmonker (1999) p. 24 & 25

“The existence of common goals in schools was . . . rare, and the lack of agreed-upon goals makes schools unique among

organizations.” “Goals lead not only to success but also to the

effectiveness and cohesion of a team.”


II. Challenging Goals & Effective Feedback




High Expectations High Expectations



Reynolds & Teddlie (2000) p. 148

“High expectations for student learning has been one of the most consistent

findings in educational research . . . Virtually every review of the topic mentions the importance of this factor, whether British, Dutch, . . . or American.”


High Expectations High Expectations

Student Assessment Student Assessment (Preferred Practice)(Preferred Practice)


Monitoring Progress Monitoring Progress


III. Parent & Community Involvement

Communication

Participation

Governance

Communication

Participation

Governance

Partnerships Partnerships (Preferred Practice)(Preferred Practice)


IV. Safe & Orderly Environment

School Climate School Climate (Preferred Practice)(Preferred Practice)

ACTION: 1. teach self-governance 2. school design procedures 3. ideal school-wide behaviors 4. consistent discipline program 5. early intervention

ACTION: 1. teach self-governance 2. school design procedures 3. ideal school-wide behaviors 4. consistent discipline program 5. early intervention


V. Collegiality & Professionalism

LEADERSHIP LEADERSHIP (Preferred Practice)(Preferred Practice)

Team Spirit (Collegiality)(Collegiality) shared vision & goals affirming & supportive professional interaction demonstrate respect

Team Spirit (Collegiality)(Collegiality) shared vision & goals affirming & supportive professional interaction demonstrate respect


V. Collegiality & Professionalism

Professional DevelopmentProfessional Development

Professionalism Teacher Qualifications

Teacher Efficacy

Professionalism Teacher Qualifications

Teacher Efficacy


VI. Classroom Instruction

“The most important factor affecting student learning is the teacher. The immediate

and clear implication is that seemingly more can be done to improve education by improving the effectiveness of teachers.”

Wright, Horn & Sanders (1997) p. 63


VI. Classroom Instruction People Make the Difference

“Effective teachers more than particular curricular materials, pedagogical approaches, or ‘proven programs,’ matter most . . . in producing quality student achievement.”

Richard Allington (2002) p. 32


VI. Classroom Instruction

Classroom InstructionClassroom Instruction

Proven Strategies

Proven Strategies


VII. Classroom Management

Climate & Classroom InstructionClimate & Classroom Instruction

Quality Schools “Choice Theory”

William Glasser

Quality Schools “Choice Theory”

William Glasser



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



Climate & Classroom InstructionClimate & Classroom Instruction

Rule & Procedures Disciplinary Interventions Student-Teacher Relationships Appropriate Attitude & Balance

Rule & Procedures Disciplinary Interventions Student-Teacher Relationships Appropriate Attitude & Balance


VIII. Classroom Curriculum Design


“Curriculum is all the experiences children have under the guidance of the teacher.” (1935)




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




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


EDUCATIONAL LEADERSHIP

“Leadership influences virtually every aspect of school improvement. Leadership is a necessary condition for effective reform at every level.”

Robert Marzano (2003) p. 172



PRINCIPLES OF EFFECTIVE LEADERSHIP:

Establish leadership team Create joint ownership for change Must utilize effective people skills

PRINCIPLES OF EFFECTIVE LEADERSHIP:

Establish leadership team Create joint ownership for change Must utilize effective people skills

Administrative LeadershipAdministrative Leadership



Personal Traits of Effective Leaders:

Optimism Honesty Consideration

Personal Traits of Effective Leaders:

Optimism Honesty Consideration

Administrative LeadershipAdministrative Leadership


Adventist Education


Adventist EducationTHE END

Back in Adventist Education Putting the A Journey to Excellence.

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