Solved by verified expert:REVISION Needed for A comprehension Plan ( ATTACHED). TII BELOW 10%. For this assignment, the learner will continue working with the Collaborative Planning and Diagnostic Instrument included in the Rubin textbook(ATTACHED). The learner will use the infoRmation gathered in phases 1-5 and develop a comprehensive plan for cultivating and maintaining a collaborative environment for a K-12 institution and community.General Requirements:Use the following information to ensure successful completion of the assignment:• using a grading rubric to grade the assignments ( ATTACHED)• This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.Directions:Write a 1,000–1,250-word paper discussing the application of the Collaborative Planning and Diagnostic Instrument offered in the Rubin textbook. Include the following in your paper: 1. Continue to apply the instrument to a system you are familiar with and create responses to the questions listed for phases 6-14 in the tool. (Include this as an appendix to your paper. This is not included in your total word count.)2. Analyze your responses and report how the tool will be applied through phases 6-14.3. Discuss the theoretical foundations for your responses.4. Use the questions as a guide, but do not create a paper of questions and answers. Instead, apply a narrative approach.5. Summarize how your plan will help to develop an effective collaborative environment.
acomprehensiveplan.doc
appendix_a.docx
grading_rubric.docx
assessment_tools_for_planning_or_diagnosis.docx
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Running head: COLLABORATIVE PLANNING & DIAGNOSTIC INSTRUMENT
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Collaborative Planning and Diagnostic Instrument
The work of teaching, research and curriculum development depends largely on the
basics of the knowledge, skills and dispositions. All these must be well understood learned and
taught comprehensively to the students at every level of collaboration. The effectiveness of the
operations as well as the outcomes of the interventions labeled collaborations, partnerships and
collaborations varies greatly depending on the organization and some of the limitations of the
approaches applied. Generally, the poor design and or implementation of the entire collaboration
process might be attributed to this kind of scenario (Rubin, 2009). There are various mechanisms
that can be implemented in order to attain the desired learning and teaching environment. These
can be divided into two main categories; those that are implemented at the institutional level
while the second category includes those that are expected of the figure head person in charge of
the institution.
Institutional Mechanisms and Expectations
Initiating targets improvement aligned with the respective four-year objectives is one of
the alternatives that can be explored for best results. At the beginning of every school year, there
needs to be progressive goals and improvement targets set up which will eventually add up to a
fruitful four year period. The approaches, tasks, programs, projects and activities should be the
guiding principles of the milestones that a community schools and other K-12 institutions. These
duties, responsibilities, goals and objectives should be assigned to a person or group that is well
acquainted with such procedures and operations. The period within which these results are to be
realized, need be clearly indicated so that it assists in the planning process so that the actions are
identified and executed as desired.
COLLABORATIVE PLANNING & DIAGNOSTIC INSTRUMENT
2
Another big consideration is whether funding is a requirement in which case the
estimated amount has to be clear as well as the source of funding. A dollar figure for every
funding source will be used where multiple sources of funding are indentified. Examples of
sources of funding for most collaborative planning and diagnostic instrument programs include
the School Council, Equity Trust and Smart Schools National Partnership (SSNP). Another basic
example is the increase in levels and numeracy levels across all levels in the institution. The
target milestone suitable for this goal is one year where the students achieve a level increase both
in literacy and numeracy across every class of the year. To achieve this, there are other support
factors which basically revolve around creating an enabling environment for the entire
institution.
According to Beers, Beers & Smith (2010), embedding practices that facilitate visible
learning across the curriculum is crucial to enhancing teaching and learning. Also, an integrated
PM reading program, the diagnostic instruments baseline data results and weekly classroom
testing are more of the strategies that can be employed in maximizing the potential of all
learners. This means that one has to be a collaborative leader where he does not just step aside
and watch as the undertaking falters and fail. As the principal in the institution, one has to give
priority to the digital technologies and ICT needs that are needed in order to propel the school
towards embedding IT teaching and learning into its schedule. In this regard, funds have to be
allocated towards the procurement of new licenses as well the renewal of the existing ones for all
the computers. All the classroom resources that are inefficient and the teacher resource books
should be done on a regular basis so that efficient learning takes place. There is also the aspect of
wellbeing where the emotional and physical needs of the teachers and students need to be
addressed through the appropriate mechanisms and forums that will resolve these issues and
COLLABORATIVE PLANNING & DIAGNOSTIC INSTRUMENT
3
motivate towards teaching and learning. Ideally, the key is in increasing the students’ interaction,
engagement and output while ensuring that the community is not involved in areas where they
are supposed to be included so that it does not appear as though it is being neglected. By
increasing the community events in the school schedule, the principal ensures that the
collaborative efforts are streamlined.
The institution should as well hire staff from the locality whether as teaching staff or in
any other capacity, which makes them to develop a sense of belonging with the school so that
their loyalty is earned in the end. On the side of the staff, there are always high yields in an
institution where there is improved staff retention. The course of action to achieve this would be
the creation of a vibrant, safe and welcoming working and learning environment. In addition, it is
always good to celebrate success stories through awards, prizes and rewards so that the entire
institution is a given a challenge to maintain the same level of performance or do even better.
The school directions and operations also need the input of parents and the entire community in
general. It is also critical for the institution to embrace the partnering opportunities that facilitate
the delivery and learning results. The first step towards maximizing performance is for the
student to be present and there should be efforts to retain the attendance rate of the school over
80% at anyone given time. This is achievable through the incentive schemes based continued
daily, weekly and cumulatively so that the students are encouraged not to skip school.
Individual Approaches and Expectations
As the figure head person in the school, there are several factors that will shape the
destiny of the school, depending on the priorities and strategies that are set by the head at a
personal level as an individual. As an administrator, the principal has to personally ensure that
whichever decision that is made is for the benefit of the teacher, student and the entire
COLLABORATIVE PLANNING & DIAGNOSTIC INSTRUMENT
4
community in general. Using the appropriate strategies for assessment and evaluation should be
stressed for fairness to every student and accommodation of every student’s experiences and
needs including those with special needs. Collection of the varied students’ varied sample work
that indicates evidence of achievement can be done using provincial achievement charts. The
report cards for the assessment should be known using the provincial board guidelines so that
there is standardized scale for the measurement of the students’ achievement.
In conclusion, the success of collaborative planning and diagnostic instrument is not just
about the planning and execution of complex plans and policies. The process involves also small
factors that in the end add up to so much. Is ones room ready with the necessary things on the
notice board, are there name tags for the students and their desks. How about classroom
arrangement and all the necessary materials? In short, the building of a successful portfolio is the
simplest way of making both the teaching staff and the students problem solvers and constructive
reflexive thinkers.
COLLABORATIVE PLANNING & DIAGNOSTIC INSTRUMENT
5
References
Beers, C. S., Beers, J. W., & Smith, J. O. (2010). A principal’s guide to literacy instruction. New
York: Guilford Press.
Rubin, H. (2009). Collaborative leadership: Developing effective partnerships for communities
and schools. Thousand Oaks, Calif: Corwin.
1
Appendix A
Rubin’s (2009) Collaborative Planning and Diagnostic Instrument (p. 47-53)
Phase 1: Why Collaborate?
The teaching profession, in particular mathematics teachers, has a distinguished record of service
to the United States. The core principle of this code is Service. Service in the teaching profession
means sacrificial service to students, parents, colleagues, school management, and society.
Phase 2: Outcomes? Decision Makers?
de of Ethics, Overview; MTNA, Code of Ethics)
Phase 3: Research: Knowledge, Policy, Politics
Respect is believing in the worth and dignity of each human being. Respect also encompasses
creating a learning atmosphere that fosters the potential of everyone. Protect the freedom to
learn, to instruct, and to guarantee an equal educational opportunity for everyone. Demonstrate
respect for diversity, social justice, freedom and democracy.
Phase 4: Stakeholders?
Care is seeking to develop sound connections with students, fellow teachers, parents, school
administration, and the community. These connections are to be characterized by professional
judgement and trust. Care is also about maintaining and preserving ethical conduct among
students, colleagues and school management. Care encompasses dealing with breaches of
integrity with discretion and courage. Deal with each student, colleague and school administrator
considerately and justly.
Phase 5: Frame and Recruit
Integrity is the foundation on which trust and respect are built. Integrity has to be in the forefront
of every interaction whether that is with students, parents, school management, or the
community. The teaching profession is trusted by the public requiring the highest ideals of
professional service. The foundation of this trust is integrity. Guard integrity at all levels
personally and professionally.
Phase 6: Leaders, Structure, Roles, and Rules
Integrity is the foundation on which trust and respect are built. Integrity has to be in the forefront
of every interaction whether that is with students, parents, school management, or the
community. The teaching profession is trusted by the public requiring the highest ideals of
professional service. The foundation of this trust is integrity. Guard integrity at all levels
personally and professionally.
Phase 7: Develop and Action Plan
ASSESSMENT TOOLS FOR DIAGNOSIS
2
Integrity is the foundation on which trust and respect are built. Integrity has to be in the forefront
of every interaction whether that is with students, parents, school management, or the
community. The teaching profession is trusted by the public requiring the highest ideals of
professional service. The foundation of this trust is integrity. Guard integrity at all levels
personally and professionally.
Phase 8: Begin With Successes
Integrity is the foundation on which trust and respect are built. Integrity has to be in the forefront
of every interaction whether that is with students, parents, school management, or the
community. The teaching profession is trusted by the public requiring the highest ideals of
professional service. The foundation of this trust is integrity. Guard integrity at all levels
personally and professionally.
Phase 9: Build Bonds Between Partners
Integrity is the foundation on which trust and respect are built. Integrity has to be in the forefront
of every interaction whether that is with students, parents, school management, or the
community. The teaching profession is trusted by the public requiring the highest ideals of
professional service. The foundation of this trust is integrity. Guard integrity at all levels
personally and professionally.
Phase 10: Celebrate Successes
Integrity is the foundation on which trust and respect are built. Integrity has to be in the forefront
of every interaction whether that is with students, parents, school management, or the
community. The teaching profession is trusted by the public requiring the highest ideals of
professional service. The foundation of this trust is integrity. Guard integrity at all levels
personally and professionally.
Phase 11: Assess, Adjust, and Reinforce Bonds
Integrity is the foundation on which trust and respect are built. Integrity has to be in the forefront
of every interaction whether that is with students, parents, school management, or the
community. The teaching profession is trusted by the public requiring the highest ideals of
professional service. The foundation of this trust is integrity. Guard integrity at all levels
personally and professionally.
Phase 12: Goal-Centered Accountability
Integrity is the foundation on which trust and respect are built. Integrity has to be in the forefront
of every interaction whether that is with students, parents, school management, or the
community. The teaching profession is trusted by the public requiring the highest ideals of
professional service. The foundation of this trust is integrity. Guard integrity at all levels
personally and professionally.
Phase 13: Scaffold and Change
ASSESSMENT TOOLS FOR DIAGNOSIS
3
Integrity is the foundation on which trust and respect are built. Integrity has to be in the forefront
of every interaction whether that is with students, parents, school management, or the
community. The teaching profession is trusted by the public requiring the highest ideals of
professional service. The foundation of this trust is integrity. Guard integrity at all levels
personally and professionally.
Phase 14: Revisit and Renew Mission
Integrity is the foundation on which trust and respect are built. Integrity has to be in the forefront
of every interaction whether that is with students, parents, school management, or the
community. The teaching profession is trusted by the public requiring the highest ideals of
professional service. The foundation of this trust is integrity. Guard integrity at all levels
personally and professionally.
A Comprehensive Plan
2
1
Less Than
Unsatisfactory
Satisfactory
0.00%
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
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5.0
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Running head: ASSESS …
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