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Decision-Making Flow Chart

Transcript: Strategic Goal 1 - Student Excellence Challenge each student to maximize his or her potential and to excel academically, socially, emotionally and physically for life, college and career readiness. Strategic Goal 2 - School Excellence Develop and sustain each school to be high-performing within an environment of innovation, collaboration, continuous renewal and caring relationships. Strategic Goal 3 - Talent Excellence Recruit, develop and empower a diverse, high-performing team to maximize achievement for each student. Strategic Goal 4 - Organizational Excellence Build a great, enduring and responsive organization that provides the appropriate resources, direction and services in pursuit of highest student achievement. Strategic Goal 5 - Outreach Excellence Foster family, school and community partnerships to expand educational opportunities for students. Introduction Angela M. Griego EDL 535: Legal and Ethical Issues in Education Professor: Rahim Jones October 27, 2014 Dr. Adrian B. Talley Principal Deputy Director & Associate Director for Education Mission: Educate, Engage, and Empower each student to succeed in a dynamic world Dr. Nancy C. Bresell European District Director Organizational View Mr. Chuck Hagel Secretary of Defense DoDEA operates as an activity of the Office of the Secretary of Defense (Personnel and Readiness). It is commanded by a director who administers all agency functions from DoDEA headquarters in Alexandria, Virginia. DoDEA's schools are divided into 3 geographic areas: Europe, the Pacific, and the Americas. Each area is managed by an area director. Within each of these three areas, schools are organized into districts headed by superintendents. DoDEA. About DoDEA Organization. (2014). Retrieved from http://dodea.edu/aboutDoDEA/organization.cfm DoDEA. Strategic Goals. (2014). Retrieved from http://dodea.edu/CSP/strategicGoals/index.cfmon DoDEA. About DoDEA Index. (2014). Retrieved from http://dodea.edu/aboutDoDEA/index.cfm Decision Making-Power and Responsibility Hon. Jessica L. (Garfola) Wright Under Secretary of Defense for Personnel and Readiness Vision: To be among the World's leaders in education, enriching the lives of military-connected students and the communities in which they live. All DoDEA institutions are working collaboratively to make sure all Strategic Goals are being meet. Soon after the end of World War II, the U.S. military formed schools for the children of its service men and women stationed in Europe and the Pacific. This was how the Department of Defense Education Activity was created (DoDEA). History Chain of Command The Department of Defense Education Activity (DoDEA) is a Department of Defense field activity operating under the direction, authority and control of the Undersecretary of Defense for Personnel and Readiness and the Deputy Under Secretary of Defense for Military Community and Family Policy. DoDEA is accountable for preparing, guiding, directing, and managing prekindergarten through 12th grade educational programs on behalf of the Department of Defense (DoD). DoDEA is internationally positioned, operating 181 accredited schools in 14 districts located in 12 foreign countries, 7 states, Guam, and Puerto Rico. Conclusion Decision-Making Flow Chart Mr. Christopher Beane Naples Elementary School Principal References Mr. Thomas M. Brady DoDEA Director This presentation is a concise document that identifies the decisions-making process and responsibilities of the Department of Defense Education Activity. It is essential that DODEA works collaboratively at all levels in the institution to instill each military child succeeds in a global society. Decision from DoDEA and how it affects the Institution President Barack H. Obama Mr. Kent Worford Mediterranean District

Decision Flow Chart

Transcript: Superintendent of Education The district will monitor each school's compliance with this policy. Local Principal Assignments Decisions Made at State Level Board of Education Teacher Certification Standards Accreditation Standards Testing Requirements & Standards Attendance/Truancy Requirements Student/Teacher Ratios Grade Completion Standards Are districts in compliance with Federal and State requirements? Federal Policies and Regulations Budget Facility Upgrades Dress Code Decision Flow Chart Board of Education Boundaries within the District School Locations Local School Principal Assignments Are schools in compliance with Federal, State, and District requirements? Curriculum Selection Hiring and Firing of Teachers & Staff School Calendar of Events Budget Facility Upgrades Dress Code Testing Schedule Curriculum Selection Hiring and firing of teachers and staff School Calendar of Events Testing Schedule District Superintendent Assignments The school principal will decide the testing plan to ensure all 3rd-12th grade students take the required exams. Budget District Assignments State Superintendent of Education This becomes state policy. State Board of Education decides that 3rd-12th grade students will take standardized testing. Decision Making Example Principal References State Congress Teacher Certification Standards Accreditation Standards Testing Requirements & Standards Budgets Attendance/Truancy Requirements Student/Teacher Ratios Grade Completion Standards District Assignments District Superintendent Assignments Are districts in compliance with Federal and State requirements? National Association of State Boards of Education. (2013). State Boards of Education. Retrieved from http://www.nasbe.org/about-us/state-boards-of-education/ Responsibilities, Duties, Decision-Making, and Legal Basis for Local School Board Powers. (2013). Retrieved from http://education.stateuniversity.com/pages/2391/School-Boards.html Stader, D.L. (2007). Law and Ethics in Educational Leadership. Retrieved from The University of Phoenix eBook Collection database. Who Makes Decisions in School. (2006). Retrieved from http://www.soundout.org/howdecisions.html District Policies and Regulations This decision affects the education system because the action agent must plan and execute to comply and all intermediate levels must monitor to ensure compliance. Decisions Made at School Level Decisions Made at District Level Superintendent of Education Boundaries within the District School Locations Are districts in compliance with Federal, State, and District requirements? State Policies and Regulations Board of Education Jenn Paccapaniccia EDL 535 November 18, 2013 Dr. Rahim Jones

Decision-Making Flow Chart

Transcript: Include: principals vice/assistant principal Most states share six common legal powers: certification for teachers and administrators, establishing high school graduation requirements and state testing programs, setting standards for schools, teachers, and administrators, reviewing budgets, and developing rules and regulations for administrations (Schimmel, Fischer, & Stellman, 2008). School Level States can decide when state assessments will be given and what types of test will be given. About.com. (2014). School Decision Making. Retrieved from http://teaching.about.com/od/School-Decision-Making. Colorado Department of Education. (2014). TCAP. Retrieved from http://www.cde.state.co.us/assessment/coassess- assessmentwindow. Schimmel, D., Fischer, L., & Stellman, L.R. (2008). School Law: What every educator should know a user-friendly guide. Boston, MA: Pearson Education, Inc. Conclusion State Decisions at the district level include; hiring of staff, rules and safety regulations, curriculum choices, and school budgets. Decisions in education are made by local schools, districts, and the state. All of these levels work together to make the best choices for all parties involved. Understanding these levels can help educators (or stakeholders) become involved with decision-making. Administrators often make decisions about school budget, staff, severe discipline issues, and curriculum choices. Administrators For example, in the state of Colorado, students in grades 3-10 are required to take the Transitional Colorado Assessment Program (TCAP). Schools are required to give this test between February and March (Colorado Department of Education, 2014). teacher leaders teachers specials teachers Example of a Local Decision Decision-making is an important component in education. Some decisions are easy to make, others can be more challenging. Decisions can be made at the school, district, and state levels. Each decision can be critical to the overall success of a school and should not be taken lightly (About.com, 2014). If there is a disruptive student a teacher can chose how to discipline the student (i.e. loss of recess or privilege). If a student continues the behavior a principal or administrator can chose the appropriate actions (i.e. loss or privileges, detention). Includes: Teachers Includes: state governors legislators state boards of education chief state school officers state education agencies local boards of education References Includes: school board members administration superintendent If a school is performing poorly within the district and there have been no improvements, the district can step in and make adjustments to improve school performance. Decision-Making Flow Chart Cassandra Doescher EDL/535 February 17, 2014 Melissa Connors Introduction Example of a District Decision Example of State Decisions All of these teachers make decisions within the classroom on a daily basis. Some of these teachers may help make curriculum or other decisions regarding the school. District

Decision-Making Flow Chart

Transcript: The district is made up of 63 schools with over 58,000 students. There are over 7,000 employees. Each decision made by the School Board directly effects each of these people. It is one of the largest districts in the state. Decisions in Public Schools Decision-Making Flow Chart Ashley Brobst EDL 535 Professor Jones Bezzina, C. (1993). School-based decision making and renewal. The International Journal of Educational Management, 7(5), 18. Retrieved from http://search.proquest.com/docview/229139774?accountid=458 Center for public education. (n.d.). Retrieved from http:// www.centerforpubliceducation.org/You-May-Also-Be- Interested-In-landing-page-level/Audience-The-Public-YMABI /The-Role-of-School-Boards Virginia Department of Education. (2012). Retrieved from http:/ /www.doe.virginia.gov/about/index.shtml The Virginia Board of Education is made up of several members. There is a president, vice president and seven members. These members are appointed by the governor and approved by the General Assembly for a four year term and can only serve two consecutive terms. In order to organize the schools in the Commonwealth of Virginia, the Virginia Department of Education is in place. Public elementary and secondary schools policy making body is the VDOE. They govern many parts of education including teacher education, curriculum, evaluation and accountability. Our school consists of two principals, a department chair for each subject area, and a reading specialists. Each grade level team is also organized with a team leader. In addition, committees for many different areas are in place. District Responsibilities Each and every decision is important when it comes to the education of our children. Here, you will see three branches that govern and help run successful schools in our state. Everyone that has a part in these branches makes important decisions for students everyday. State Decisions Leaders at the State Level School Decisions District Decisions School Board members serve a four year term and are elected by community members. Each of the five members are elected for the area that they live in. Many responsibilities are left up to the individual schools. Some of these include: Discipline procedures and consequences Daily schedule for each grade level Extra-curricular activities for students Field trips and in-school performances Staff development plans on some teacher workdays School improvement plan decisions Responsibilities at the School Level Leaders at the District Level Decisions Made by the State Responsibilities at the State Level The main duties of the Board of Education include: Setting curriculum standards for the state Establishing requirements for high school graduation Determining qualifications for classroom teachers, principals, and other education personnel Create and regulate state testing and assessment programs Establishing standards for accreditation of local school divisions and preparation programs for teachers and administrators Enforcing the No Child Left Behind Act and administering federal assistance programs Developing rules and regulations for the administration of state programs. The School Board serves the community schools in the following ways: ensures that the eduction the students get is the best seek and use community views in decisions assist in curriculum material purchases decide which buildings will be renovated, replaced and when new ones will be built create calendar for students and teachers develop and maintain a budget References Leaders at the School Level Each school in the world is alike and different in many ways (Bezzina, 1993). It is because of this that it is important that schools be able to make many of their decisions on their own. According to a bill passed in the Spring of 2014, several Standards of Learning tests were eliminated from school requirements. These include three in elementary schools and two in middle schools. School implications: With the pressure of the testing eliminated, teachers can incorporate more extensive, hands-on activities. In turn, students learn through more exciting, constructivist methods. District implications: Departments in the district are charged with developing an alternative assessment to measure students learning in these areas.

Decision Making Flow Chart

Transcript: One example of a decision that was made at the state level is when the governor of Louisiana, Bobby Jindal tried to pass a bill that authorized the use public monies to fund student vouchers. This would allow parents to pull their student from a failing school and use the voucher to pay for private school. The state legislature agreed and it was signed into law. The law was later challenged and the Louisiana Supreme Court ruled the law unconstitutional )Strauss, 2012,p,1). Had this law not been overturned, it would have greatly affected the states public schools. Public schools would have lost the funding for each student who left with a voucher which would have further depleated their resources making it even harder for them to improve, Example 1 The decisions that mold and shape the educational system in St. Tammany Parish go through many channels before they actually affect the schools. These channels act as filters, which helps ensure that all decisions are well thought through, fair, equitable, and in the best interest of the students. For this system of checks and balances to be effective it is imperative that all members cooperate and collaborate, always having the best interests of the students in mind. Strauss, V. (2012). Louisiana Supreme Court rules school voucher funding unconstitutional. Retrieved from http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/05/07/louisiana-supreme-court-rules-school-voucher-funding-unconstitutional/ St. Tammany Schools: Decisions at the school level Elizabeth Lee EDL/535 March 24, 2014 Rahim Jones Important decision are made everyday that strongly affect the public schools in Louisiana. These decisions are made at three levels: State, District, and School. Every decision is critical to the success of the school and must be carefully weighed and thought through before a decisions are made and policy is enacted. Throughout this presentation we will look at each of the 3 levels and will identify who has decision-making power and responsibilities at each level The principal is responsible for most areas of day-to-day school operation. He/she guides behavior management, budgeting, staff supervision, and curriculum. Principals publicly represent the school and interact with district, state and federal authorities. Vice principals assist the principal in various areas. School Principal Assistant Principal Conclusion Louisiana Department of Education. (2014). About us. Retrieved from http://bese.louisiana.gov/home (Cowen Institute, 2012,p.1) Superintendent of Education St. Tammany Parish School Board School Board Superintendent Assistant Superintendents Board Members State Legislature Governor State administrators Board of Elementary and Secondary Education (BESE) Debates and enacts laws affecting any areas of public education Makes rules that school districts and schools must follow Responsible for funding all pre-k through 12th grade public schools Sets statewide academic standards, testing, and graduation requirements St. Tammany Parish: Decisions at the District Level Example 2 Introduction (Louisiana Department of Education, 2014, p.1) Cowen Institute. (2012). Louisiana K-12 Public Education: Governance, demographics, and enrollment. Retrieved from www.coweninstitute.com/.../2009/08/5-Louisiana-K-12-Education.pdf Another example could include a change that was proposed at the state level for schools to change from iLeap to PARC for standardized testing. This was proposed and voted on by the state, then passed down to the district who was put in charge of implementing it in the schools. The district discussed these changes with the school principals at the monthly meeting and the schools principals are put in charge of preparing their teachers for the upcoming changes. St. Tammany Parish Schools. (2014). School Board. Retrieved from http://stpsb.org/schoolboard.php References Education in Louisiana: A Flow Chart of the Decision Making Process Louisiana: Decisions at the State Level (St. Tammany Parish Schools, 2014, p.1) Local school districts derive their authority from the Legislature. Authorized to levy local property taxes for a particular purpose and negotiate with teachers and other employees over pay, benefits and working conditions. Acts as administrative policy making body for elementary and secondary schools in St. Tammany Parish. Determine staffing levels, curriculum, student assessments, student services and activities, school calendars, school facilities, transportation, and other programs as authorized or required by state law, within the budgetary limits set by the Legislature and local voters.

Decision-Making Flow Chart

Transcript: What does the superintendent do? State of Oregon. (1998-2014). Oregon Department of Education. Retrieved from http://www.ode.state.or.us/search/results/?id=55 According to State of Washington (2012), "The principal is the top educator at a school. The principal provides vision and direction to increase student performance, manages day-to-day operations, provides staff development and evaluation, and builds relationships with parents and the community" (How Does a School District Work?). References Report to the principal Provide instruction to students Manages staff and student body Manages day-to-day operations of the school Reports to the superintendent (State of Washington, 2012) Principal: Budget, hiring of staff, ultimate building decision-maker, student management, Vice Principal: Helps with budget, managing staff and students Counselor: Assissts students with physical, and emotional difficulties. Lead Teacher(s): Helps with the decision-making process for creating school policy and rules. Provides mentoring to other teachers. Teachers: Provide education to students in class. Booster Club: Supports teachers and staff at the school by doing fundraisiers and volunteering. Students in the state of Oregon in grades 3-12 will take the Smarter Balance Assessment According to State of Washington (2012), "The top executive in a school district, supervising central staff and the principals. The superintendent implements the school board's vision through day-to-day decisions about educational programs, expenditures, staff and facilities. The school board hires the superintendent" (How Does a School District Work?). What does the Principal do? School Board Superintendent Principal Teacher Decision-Making Flow Chart Erin L. Cunningham EDL/535 Craig Evans July 7, 2014 What is the teacher's role? (Oregon) Site-based Decision Making Examples of Educational Decisions Educational Decision-Making can be long process, that requires thousands of people constantly working together to determine the best outcomes for the students of our states. According to State of Washington (2012), "Classroom teachers are the people most directly involved in students' education. Teachers instruct and evaluate students to help them meet academic standards. Teachers report to the school principal" (How Does a School District Work?). Conclusion Elected by voters to set goals Conducts strategic Planning Hires and oversees the superintendent Adopts the school dsitrict budget Creates Policy for schools in the district Oversees the school district Represents voters Manages the school district Reports to the school board School Level Decision-Making (State of Oregon, 1998-2014). District Level Decision-Making Introduction State Level Decision-Making State of Washington. (2012). Washington State Office of the Education Ombuds. Retrieved from http://www.governor.wa.gov/oeo/system/districts.asp This becomes a state policy. The Oregon Department of Education Monitors the District compliance to the policy. The District provides necessary assessment training and ensures principals and teachers are planning and teaching for assessment success. The Principal creates an assessing plan to ensure all students that are required to test are tested. Educators teacher required content to students to ensure their success on the assessment. Decision-Making in the education system is a constant web of trial and error. Many different committees are established for various educational aspects to ensure sucess in all schools across the state. The following presentation will explain the decision-making levels

Decision Making Flow Chart

Transcript: Examples of Decisions Introduction The School Includes Teachers and Administration State board of Education decides to implement Common Core State Standards effective 2014/15 school year Individual Districts must decide how to transition their district from the Louisiana Comprehensive Curriculum to the Common Core State Standards. Districts must make sure they have the qualified staff to teach the new standards Schools within each district must make sure teachers are implementing the transitional curriculum in the years leading up to 2014/15 and then must make sure they are implementing full CCSS in the 14/15 school year. Violations must be reported to the district level. Student progress will start with new tests at the state level and passed on through the districts State of Louisiana is lead by the State Superintendent of Education (publicly elected official) Publishes list of requirements for teacher certification as well as student promotion, retention and graduation Administers high stakes tests and publishes results Identifies major issues, makes them public and attempts to resolve them Makes decisions with the support of the Board of Elementary and Secondary Education (BESE) The District Superintendent implements policies from BESE Educates students within their schooling zones Approves hire of own teachers, curriculum needs, textbook usage and programs of study Implements early education programs, extended study and GED programs Must secure funds, sites, construction, etc... with approval of District School board Principal is the leader of each individual school School is responsible for the individual education of each student as well as behavior management Individual Administration oversees individual school budgets Site administration is responsible for oversee of teachers, high stakes testing and curriculum Decision Making Flow Chart Five Tips for Decision Making. (2012). Retrieved July 21, 2014, from Education World: http://www.educationworld.com/a_admin/decision-making-five-tips.shtml Louisiana Believes. (n.d.). Retrieved July 20, 2014, from Louisiana Believes: http://www.louisianabelieves.com The State Includes State Superintendent, BESE, legislators References Everything that happens in a school is based on a decision someone else made. Everything has its purpose. As a teacher or a teacher leader at a school, we must know there is a chain of command and decisions made at our level are based on directives (or decisions) made at other levels of the educational ladder. It is our job as teachers and teacher leaders to make decisions that are beneficial for our school and our students. Conclusion Before we get mad at decisions made by our administration we have to think about where their directives are coming from. What has the legislation passed down to them. A good leader analyzes their school and decides when it is good to implement certain things based on solid decisions. The District Includes School Board Members, Superintendent and Administration

Decision Making Flow Chart

Transcript: School Level Decision Making Additional graduation requirements School budgets Dispersment of funding Bargain with teacher unions Funding of educators School policies Curriculum requirements Administration District Level Fletcher, A. (2006). SoundOut. Retrieved from http:// www.soundout.org/howdecisions.html It is not always obvious who makes decisions related to education. However, it is imperative to understand decision making pathways in order to affect school improvement and change (Fletcher, 2006 ). This chart represents who may become involved in decision making at the state, district, and school levels, and the roles and responsibilities included. Board of Education This position may be elected or appointed, and the individual can work with the state school board, the governor, or independently. This person implements rules, regulations, and budgets. District School Board References District Administration The school board is made up of elected officials who get recommendations from the public and the superintendent. They set the budget and agenda for schools, assign students to schools, make rules and policies, and set learning standards. Decision Making Flow Chart Laura Nevenner EDL/535 February 17, 2014 Melissa Connors Provide leadership Publicly represent school Mediate conflicts Interact with district, state, and federal authorities Authorize budgeting Guide student activities Participate on special committees Fletcher, A. (2006). SoundOut. Retrieved from http:// www.soundout.org/howdecisions.html Schimmel, D., Fischer, L., & Stellman, L. R. (2008). School law: What every educator should know a user- friendly guide. Boston, MA: Pearson Education, Inc. School Level Teachers References District Superintendent District Level Decision Making Conclusion Teacher Certification Graduation Requirements State Mandated Testing Procedures School and District Accreditation This elected group of officials oversees schools and ensures that the state adheres to federal rules and regulations. Policies set by the school board are requirements for all public schools. State Level This group can include principals, assistant principals, and school counselors. These are the leaders of the school. Introduction State Education Leader/Superintendent The district administration determines funding, rules, and regulations for the schools within their district. State Level Decision Making Teacher leaders and teachers make decions ding curriculum, committees, and classroom and behavior management. State and Regional Administration These people administer federal and state programs to meet school needs. They also provide professional development, administrative guidance, and funding to districts and schools. The district leader is responsible for all schools within a district. They act as the figurehead and authority of all education related issues. Educational decisions are made by state officials, district administration, and school officials. All of the decision makers have a governing body that helps guide the and protect the schools. Large decisions can be made at multiple levels and in or out of the school. Smaller decisions are usually made within the individual school. When stakeholders understand how, where, when, and why decisions are made, they can beging to influence decision making changes (Schimmel, Fischer, & Stellman, 2008).

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