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School Development Plan Showing Goals For The Introduction of Cambridge Curriculum
School Development Plan Showing Goals For The Introduction of Cambridge Curriculum
School Development Plan Showing Goals For The Introduction of Cambridge Curriculum
Cambridge curriculum
What is the school development plan?
School Development Planning. The School Development Plan (SDP) is a
strategic plan for improvement. It should bring together, in a clear and simple way,
the school priorities, the main measures it will take to raise standards, the resources dedicated
to these, and the key outcomes and targets it intends to achieve.
1. Start with a vision. What should your vision for improvement look like? ...
2. Conduct a needs assessment. ...
3. Identify goals and objectives. ...
4. Outline specific action steps. ...
5. Involve all stakeholders in the process.
6. Why is a school development plan important?
7. The Rationale for School Development Planning
8. The fundamental purpose of School Development Planning is to enable the schoolto
achieve and maintain the highest possible level of effectiveness in meeting the
educational needs of its pupils in a culture that is characterised by change.
9. What is a professional development plan for teachers?
10. How Professional Development for Teachers Works. Each teacher creates an
individualized professional development plan based on the age of students in his or
her classroom, the subject taught or any specialized knowledge he or she desires to
learn, such as instruction techniques for special education students.
Two goals every school leader can embrace are continuous improvement and wringing as much
value as possible from every dollar in the budget. These two tasks do not have to be mutually
exclusive.
Here are 10 ways-from finding partners in higher ed to exploring free tools to reexamining staffing-
that you can use to improve teaching and learning while keeping an eye on your bottom line.
In the U.S., one in four classrooms now has an interactive whiteboard. As teachers work to use
whiteboards to enhance learning, they are finding Promethean Planet and SMART Exchange
invaluable. Teachers can also join the discussions on the Classroom 2.0 website to learn more
about Web 2.0 tools and collaborative technologies, visit RezEd.org to discover how virtual worlds
can facilitate classroom instruction, or take part in the community at Ning in Education
(education.ning.com).
In some elementary and middle schools, for instance, all same-grade-level teachers have a common
preparation time each day. At high schools, all teachers within a single department could share the
same prep time. This would allow teachers to work closely with colleagues and encourage them to
engage in ongoing discussions about their curriculum and how to meet the needs of each learner. In
other districts, an entire half day is set aside each week for staff development, in part to help align
curricula among grade levels.
This all-in-one system for school performance management will allow administrators to better
evaluate the impact and effectiveness of its plans to improve curriculum and professional
development programs.
The district plans to finish the prototype this year, though it will take another year to get the online
dashboard running. Since many teachers are data-driven and track student performance throughout
the year, the pilot has drawn much interest.
Although the district recently trimmed millions of dollars from its budget—even eliminating cost-of-
living allowances this year—Burbridge calls the project a top priority. Why? Teacher quality is the
top predictor of student outcomes.
Joe Geocaris, an English teacher at Stevenson High School in Lincolnshire, Illinois, has successfully
used nings, user-created social networks, with his students. At Ning.com, anyone can create a
network, which can be public or private; members can keep blogs, post to the forum, link to other
resources, upload videos, and form interest groups. “When I first set up the ning with my students,
we talked about security and online credibility. But we also covered how they could create a valid
identity and what would make them credible to others in the network,” Geocaris says. Students used
the online space to post resources and ask questions of their teacher and peers. He adds, “Students
had a better understanding of their audience, they were authorities on their research topic, and they
engaged each other in critical discussion.”
Tinius found the money. The district saved $5,000 a year by canceling a biweekly sweeping service
for its parking lots, which are now cleaned as needed. Emptying large garbage Dumpsters less
frequently saved another $5,000. The district also purchased equipment to clean school doormats
instead of having them replaced weekly. By fall, Tinius says, the equipment will have paid for itself—
while the music program continues to grow.
8. Share Work.
As an instructional technology resource teacher with the San José (CA) Unified School District,
Felicia Webb learned about www.curriki.org , a free website for teachers that offers more than
25,000 classroom lessons. Teachers upload their lessons for other educators to use, and they
collaborate with one another to modify, improve, or update existing lessons. The district used the
website as part of a pilot program. Earlier this year, 45 teachers in its technology integration
leadership program created more than 50 new lessons, uploaded them, then downloaded other
lessons from the site that involved technology. It has been a great success, says Webb. Now the
district is developing creative ways to expand its use of the website, focusing on specific areas that
need improvement. The plan is to roll it out to teachers across the district and explore collaboration
opportunities with teachers worldwide.
Each inspector rotates working the midnight shift to ensure schools are properly shut down. Last
year, he says, the district won the 2008 Cashman Good Government Award from the Nevada
Taxpayers Association for saving more than $10 million on utility costs. The district expects to save
the same amount this year. The self-funded program has significantly changed how the district
schools operate, he says, adding that 90 percent of the district’s schools earn energy rebates by
saving at least 10 percent in energy costs over the previous year.
Several years ago, the district began using a portion of these savings to equip classrooms with PCs,
printers, and whiteboards to help prepare students for 21st-century work and learning.
Robertson outsourced the positions. After one year, the company he hired had taken on too many
clients, which negatively affected the quality of its work. So the two parted ways. Robertson then
hired a subcontractor for each position and reduced their hours to 80 percent. Total savings: roughly
$75,000. The district avoided cutting 1.5 teachers in the classroom with these savings and was able
to maintain small class sizes.