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Path to Success


Carrie Seather

on 14 September 2015

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Transcript of Path to Success


Path to Success

Carrie Seather
High Expectations is demonstrated by the following behaviors:
Identifying both strengths and weaknesses in students through assessment
Using the knowledge to individualize instruction for each student
Monitoring and assessing in real time and changing practice almost as quickly
Knowing students and their interests and ability
Communicating expectations positively through a variety of methods
Including students in the planning of the classroom goals
Respect for the Diversity of Others is demonstrated by the following behaviors:
Embracing diversity in all things
Using diversity to cast light on perspective
Inviting diversity of thought and practice from others
Celebrating the potential of diversity
Knowing the backgrounds and cultures of students
Not tolerating or minimizing inappropriate behavior when observed
Challenging students to report inappropriate behavior, providing a positive and supportive environment that allows students to feel safe in reporting it
Reflection is demonstrated by the following behaviors
Seeking feedback to measure the effectiveness of processes
Using feedback to change ineffective processes
Monitoring and adjusting actions based on reflective practices
Avoiding sacred behaviors - it may not be broken, but it can always be improved
Observing others in practice and learning from the experience
Asking questions of colleagues and supervisors
Making time for reflective process daily
Dedication is demonstrated by the following behaviors:
Consistent attendance
Active classroom participation
Prompt completion of work
Exhibiting a positive attitude
Engagement in personal professional development
Participation in educational social networks
According to the GCU website, TaskStream is a package of tools that allows the College of Education learner to create an electronic portfolio that can be used to showcase learning achievements. The e-Portfolio is contributed to throughout the Program of Study as course benchmark assessments or signature assignments are uploaded into it. In addition, learners can upload files, pictures, video and links to other websites to customize it. The e-Portfolio can be shared with others, during a job interview for instance and published to the Web. The e-Portfolio is the final assessment of learners in all College of Education programs. At graduation, each learner's e-Portfolio is evaluated for completion.

GCU Learner Goals
and Standards Alignment

College of Education teacher and administrator preparation programs are designed to ensure that learners aspire to a set of personal and professional goals that will enable them to be educators focused on student learning and achievement, as a direct reflection of the College's mission and the National Board for Professional Teaching Standards (1989) policy statement. These eight goals are reflective of standards espoused by state and federal departments of education, professional education organizations, and accrediting bodies.
Content Knowledge
Learners will master the content they intend to teach and will be able to explain its important principles and concepts.
Pedagogical Content
Knowledge and Skills

Learners will
develop an understanding
of the relationship between
content and content-specific
pedagogy, instructional
strategy, and technology.
Professional and Pedagogical
Knowledge and Skills

Learners will be able to develop meaningful learning experiences that improve student learning and achievement, collaborate with other education professionals, and reflect on their practice.
Data-Informed Decision Making
Learners will use data to make informed decisions about student learning and achievement, continuous school improvement, and professional practice.
Technology Integration
Performance Assessment
Learners will align educational objectives to content and professional education standards, as well as design formative and summative assessments including rubrics that analyze student learning and teacher effectiveness.
Learners will be able to select and use applicable technology to enhance learning experiences.
Field Experience
Learners will participate in field-based learning opportunities that focus on observation, participation, application, leadership, and/or reflection in real world settings.
To Do
Introduction to Graduate Studies in the College of Education
This course is designed to prepare students for the graduate learning experience at Grand Canyon University.
_____ Educational Administration Foundation and Framework
This course orients students to the program, the field, and the six Interstate School Leaders Licensure Consortium standards guiding them.
_____ Educational Leadership in a Changing World - ISLLC 1 & 3
Educational leaders possess an understanding of the complexity of being a school leader.
No experience/practicum hours.
_____ Data-Driven Decisions for School Improvement - ISLLC 1 & 3
Students utilize systematic processes to describe the existing environment and areas of weaknesses in order to facilitate and promote continuous and sustainable school improvement through innovation and change.
Embedded field experience/practicum hours = 15.
_____ Legal Issues in Education - ISLLC 6
Upon completion of this course, educational leaders are able to apply the federal and state laws that govern the operation and conduct of their organization.
Embedded field experience/practicum hours = 15.
_____ Public School Finance - ISLLC 3 & 6
Students will possess knowledge and understanding of the application of school finance topics related to education at the federal, state, and local levels.
Embedded field experience/practicum hours = 15
_____ Supervision and Instructional Leadership - ISLLC 2
Students possess knowledge and understanding for the application of the models and theories of supervision and instructional leadership, the interpersonal and technical skills needed for supervision, and the tasks and functions of the supervisor.
Embedded field experience/practicum hours = 15
_____ Curriculum Development for School Improvement - ISLLC 2
Educational leaders will possess the skills to examine existing curriculum for gaps, strengths, and weaknesses. They also understand the variety of components necessary to build a rigorous curriculum.
Embedded field experience/practicum hours = 20
_____ The Principalship - All 6 ISLLC Standards
This course will explore important critical issues currently facing school principals, including the challenge of attracting and retaining a quality work force in education.
Embedded field experience/practicum hours = 20
_____ Internship in Educational Administration I & 2 - All ISLLC Stadards
Two supervised, clinical, 16-week internship that encourages a cooperative arrangement among the key stakeholders. Upon completion, students possess an understanding of the complexity of being leaders, ranging from development of a vision for systemic change to demonstrating practical skills ensuring smooth day-to-day operations.
Intenship hours = 270 each course
Fairness is demonstrated by the following behaviors:
Building positive relationships with the students
Engaging students in conversations beyond the scope of the class
Taking time to understand student issues and concerns
Assessing student learning consistently and without bias
Guiding students through the problem solving process
Seeking to understand the issues and challenges facing students
Professional conduct is demonstrated by the following behaviors:
Exhibiting professionalism (timeliness, attendance, attire, attitudes) in university and school settings
Exhibiting initiative and dedication
Demonstrating respect for self, colleagues, students, and property
Committing to teaching all students with the belief all students can learn
Interacting appropriately, effectively, with students and their families, peers, faculty, administrators, and external audiences
Communicating appropriately, frequently and effectively
Demonstrating responsibility, accountability, integrity, and resourcefulness
Actively participating in school, and professional learning communities
Acting in congruence with local, state, and national policy and law that govern education
Curiosity is demonstrated by the following behaviors
Asking higher order questions
Posing real world challenges and case studies for resolution
Stimulating students to think creatively and "outside the box"
Challenging and motivating students to think critically and problem solve
Asking students to challenge the status quo
Encouraging collaboration and teamwork to solve authentic problems
Honesty is demonstrated by the following behaviors:
Saying what you mean and meaning what you say
Always speaking truthfully to your students
Being transparent in your decision making processes
Engaging in ensuring that input from all stake holders is included
Using student input to make decisions
Always keeping the students in the center of your decision making process
Compassion is demonstrated by the following behaviors:
Meeting and greeting students on a daily basis with sincerity
Being genuinely interested in your students
Taking time to converse with students beyond the scope of the classroom
Inquiring about their outside activities such as sports and civic involvement
Knowing your students beyond the academic picture
Advocacy is demonstrated by the following behaviors:
Actively building positive relationships with the students
Engaging students in conversations beyond the scope of the class
Taking time to understand student issues and concerns
Assisting students in finding resolutions to their problems
Guiding students through the problem solving process
Seeking to understand the issues and challenges facing students
Sincerely getting to know the students' interests and needs in their own context
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