Exploring Structure and Process
The paper seeks to explore the organization structure of high schools in New Hampshire as well as evaluating the significant of student collaboration with teachers in developing successful competency and student based learning programs. An in-depth evaluation of the structure of the schools revealed that the schools were shifting away from the time-based learning in favor of a learning structure that enhances flexibility, the competency based learning. The competency learning offers flexibility as it increased personalized learning models in the school programs.
This includes online learning, and project based teaching models among others. Personalized learning was focused on student engagement by revealing the relevant competency to each student in terms of his or her unique needs (Lunenburg & Ornstein, 2011). Through enabling the students to master their skills at their own rate, the competency based learning model helped to save both costs and time. For example, it leads to new staffing patterns that focused on the skills and interests of the teachers. Therefore, the model of teaching led to better student outcomes due to the customization of the pace of learning.
Additionally, I also identified the conception of the current secondary education that is driven by the credit hours. Under the credit hours approach, education is the main driving factor towards enhancing competency based grading and reporting. In New Hampshire, I recognized that the state board of education had developed a framework for learning away from time seat approach (Brown, Bull & Pendlebury, 2013). The framework focused on identifying the key competencies those students intends to acquire with the end of a certain unit. This represents the specific competences to be instilled among the students. The mastery of the key competences is based on the time allocated to each of the courses. I support the idea behind the adoption of the course and school unit competence as it improved the overall learning of the students. For instance, the video by Woolfe (2011) indicates the importance of student collaboration and class objectives. This helps in ensuring that at the end of each lesson the students have gained a certain level of learning and understanding.
Most importantly, the structure of the learning programs was structured in flexible manner. This helps in blending learning with other co curricular activities important in the personal growth and development of the students. It also allowed for the development of extended learning opportunities targeted towards improving learning and targeting diverse settings of customization. Woolfe (2011) in his video discusses the need to instill enthusiasm and desire to learn among the students. The video indicates how the teacher was able to improve student’s understanding and ability to read and write through improved teaching and learning practices. Recently, the schools have continually the learning practices aiming at support improved teaching and leadership in the organization structure of the schools. The students have also taken part in the transforming of the learning courses and programs through offering feedback on the development and collaborations with the teachers (Falchikov, 2013). Parental conversations and involvement has also been instrumental in improving the success of the students under the competence-based learning.
In New Hampshire high school teaching approaches, the students had claimed that the learning approach was more challenging, but it had increased opportunities for the interaction between the teachers and the students. The interaction and collaboration with teaches was important in enhancing the understanding of the challenging ideas (Hoy & Miskel, 2012). From the implementation of the approach, the level of school dropouts due to course failures and other failures has significantly reduced. Since, the model of teaching enhanced student engagement and learning showing a greater improvement with reduced discipline concerns among students.
In terms of the model of teaching and learning identified, I appreciate the efforts and impacts of the grading. The grading system has played a significant role, as students would receive their grades in an overall letter for the specific courses on the transcript. This would allow the students and parents understanding the student’s progress in terms of a specific course competency (Kowalski, 2012). However, the report does not indicate the level of proficiency. The grading also offers feedback on the student-learning helping in the success of the students. An evaluation on high schools in New Hampshire revealed that the students were willingness and ready to interact and seek for additional assistance from the school tutors to improve their competency. Therefore, the current organization structure in the high schools is useful in improving the overall success of the competency and student based learning in New Hampshire high schools.
In summary, it is clear that the current student based and competency-learning practices have improved the desire and motivation needed among students to enhance success. For instance, it helps the high schools to review the learning systems, structures, models, and professional collaboration approaches needed for school improvement. Apart from all, the state and school boards should transform the current educational programs and learning approaches to reflect goal driven teaching practices. This is instrumental in guiding relative performance and school improvements.
Brown, G. A., Bull, J., & Pendlebury, M. (2013). Assessing student learning in higher education. London, UK: Routledge.
Falchikov, N. (2013). Improving assessment through student involvement: Practical solutions for aiding learning in higher and further education. London, UK: Routledge.
Hoy, W. K., & Miskel, C. G. (2012). Educational administration theory, research, and practice. Ankara: Nobel yayıncılık.
Kowalski, T. J. (2012). The school superintendent: Theory, practice, and cases. London, UK: SAGE Publications.
Lunenburg, F., & Ornstein, A. (2011). Educational administration: Concepts and practices. Cengage Learning.
Woolfe, E. (2011 May 19). Peer observation with Bayley- sharing ideas at EYFS. YouTube.com. Retrieved from http://www.youtube.com/watch?v=G3xlKwfaYxg.