chieving excellence requires a commitment to continuous improvement and quality assurance with energies and resources directed towards the improvement of teaching and learning outcomes within a standards-based framework. A school system should systematically collect and analyze data in four areas to drive the school-improvement process. These four parts are identified in the Product domain of the CORE of Adventist Education Conceptual Framework.
The first area of data collection takes place within the context of school accreditation which is a cumulative look at the total educational program through the eyes of all key stakeholders. Evidence is gathered regarding the degree to which the educational program meets the School Improvement Standards and indicators of implementation for Seventh-day Adventist schools. The standards and indicators address factors that have been identified as affecting student achievement. (Note: The Standards for Accreditation of Seventh-day Adventist Schools is in the piloting stage.)
The second area focuses on Student Standards, what learners should know and be able to do at different stages of their education. Assessment data is gathered and analyzed to determine if learners have met the standards and to inform curriculum and instructional planning.
In regards to the final two areas of data collection, Marzano notes that there are interdependent relationships among teachers, educational leadership, and student performance. The classroom behaviors of teachers and the vision and practices of leadership positively affect student performance when there are common goals and a common language of instruction. Thus, Teacher Standards and Leadership Standards address vertical as well as horizontal alignment across the system. School leadership evaluation is focused on the extent to which leaders produce results in the action of teachers; teacher evaluation is focused on the extent to which teachers produce specific results in student achievement. (Note: NAD Teacher and Leadership Standards are in the development stage.)
Quality Schools PART 2
Dr. Carol Campbell
DIRECTOR ELEMENTARY / CURRICULUM
Carol has been involved in a variety of professional experiences throughout her career as an educator. She has taught students in K-20 settings as well as worked as an Associate Director of Education for the Southwestern Union. Her heart is in the classroom, thus she has a special interest in curriculum, instruction, and assessment issues that will impact our Journey to Excellence. Specific areas of interest include: literacy development across the grade levels, concept-based learning, faith and learning integration, inquiry-based learning, differentiated instruction, and thinking/comprehension strategies. She also enjoys traveling and exploring new places, gardening, and reading.
In the previous newsletter, the importance of standards in creating a culture of excellence in schools was stressed.
Student standards were specifically referenced for early childhood, elementary education, and secondary education.
Before we explore standards-based education in more detail, it is helpful to place student standards in the context of system-wide assessment practices.