Journey to ExcellenceJourney to Excellence
Putting the “A” Back In Adventist Education
“Can Education be Adventist and Excellent, Too?”
by Paul Brantley, Ph.D.
in Journal of Adventist Education (Summer, 1999)
and Adventist Review (Special Issue, Spring, 2004)
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Putting the “A” Back In Adventist Education . . . means ensuring that it is: thoroughly Adventist, and
fully committed to excellence, producing Grade A schools
A+A+
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Putting the “A” Back In Adventist Education . . . means: reaffirming and safeguarding the unique philosophy that is the core of Adventist education
Journey to ExcellenceJourney to Excellence
Putting the “A” Back In Adventist Education . . . means: utilizing current research
of best practices to ensure student learning in quality Adventist schools
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“The world has had its great teachers, men of giant intellect and extensive research, men whose utterances have stimulated thought and opened to view vast fields of knowledge . . . but there is One who stands higher than they. We can trace the line of the world’s teachers as far back as human records extend; but the Light was before them.”
Education, p. 13
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Education, p. 13
“As the moon and the stars of our solar system shine by the reflected light of the sun, so, as far as their teaching is true, do the world’s great thinkers reflect the rays of the Sun of Righteousness. Every gleam of thought, every flash of intellect, is from the Light of the World.”
Journey to ExcellenceJourney to Excellence
Putting the “A” Back In Adventist Education
Demonstrate alignment between . . . Journey to Excellence and current research of best practices.
What Works in Schools, by Robert Marzano (ASCD, 2003)
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I. Guaranteed and Viable Curriculum
Opportunity to Learn (Guarantee)(Guarantee)Opportunity to Learn (Guarantee)(Guarantee)
Goals and Essential ElementsGoals and Essential Elements
Journey to ExcellenceJourney to Excellence
I. Guaranteed and Viable Curriculum
Opportunity to Learn (Guarantee)(Guarantee) Opportunity to Learn (Guarantee)(Guarantee)
Time Utilization Time Utilization (Preferred Practice)(Preferred Practice)
Time Utilization (Viability)(Viability)
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Mike Schmonker (1999) p. 24 & 25
“The existence of common goals in schools was . . . rare, and the lack of agreed-upon goals makes schools unique among
organizations.” “Goals lead not only to success but also to the
effectiveness and cohesion of a team.”
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II. Challenging Goals & Effective Feedback
Goals and Essential ElementsGoals and Essential Elements
Journey to ExcellenceJourney to Excellence
II. Challenging Goals & Effective Feedback
High Expectations High Expectations
Goals and Essential ElementsGoals and Essential Elements
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Reynolds & Teddlie (2000) p. 148
“High expectations for student learning has been one of the most consistent
findings in educational research . . . Virtually every review of the topic mentions the importance of this factor, whether British, Dutch, . . . or American.”
II. Challenging Goals & Effective Feedback
High Expectations High Expectations
Student Assessment Student Assessment (Preferred Practice)(Preferred Practice)
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Monitoring Progress Monitoring Progress
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III. Parent & Community Involvement
Communication
Participation
Governance
Communication
Participation
Governance
Partnerships Partnerships (Preferred Practice)(Preferred Practice)
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IV. Safe & Orderly Environment
School Climate School Climate (Preferred Practice)(Preferred Practice)
ACTION: 1. teach self-governance 2. school design procedures 3. ideal school-wide behaviors 4. consistent discipline program 5. early intervention
ACTION: 1. teach self-governance 2. school design procedures 3. ideal school-wide behaviors 4. consistent discipline program 5. early intervention
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V. Collegiality & Professionalism
LEADERSHIP LEADERSHIP (Preferred Practice)(Preferred Practice)
Team Spirit (Collegiality)(Collegiality) shared vision & goals affirming & supportive professional interaction demonstrate respect
Team Spirit (Collegiality)(Collegiality) shared vision & goals affirming & supportive professional interaction demonstrate respect
Journey to ExcellenceJourney to Excellence
V. Collegiality & Professionalism
Professional DevelopmentProfessional Development
Professionalism Teacher Qualifications
Teacher Efficacy
Professionalism Teacher Qualifications
Teacher Efficacy
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VI. Classroom Instruction
“The most important factor affecting student learning is the teacher. The immediate
and clear implication is that seemingly more can be done to improve education by improving the effectiveness of teachers.”
Wright, Horn & Sanders (1997) p. 63
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VI. Classroom Instruction People Make the Difference
“Effective teachers more than particular curricular materials, pedagogical approaches, or ‘proven programs,’ matter most . . . in producing quality student achievement.”
Richard Allington (2002) p. 32
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VI. Classroom Instruction
Classroom InstructionClassroom Instruction
Proven Strategies
Proven Strategies
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VII. Classroom Management
Climate & Classroom InstructionClimate & Classroom Instruction
Quality Schools “Choice Theory”
William Glasser
Quality Schools “Choice Theory”
William Glasser
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VII. Classroom Management
“Every child should understand the true force of the will. The will is the governing power in the nature of man, the power of decision, or choice.” Education p. 289
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VII. Classroom Management
Climate & Classroom InstructionClimate & Classroom Instruction
Rule & Procedures Disciplinary Interventions Student-Teacher Relationships Appropriate Attitude & Balance
Rule & Procedures Disciplinary Interventions Student-Teacher Relationships Appropriate Attitude & Balance
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VIII. Classroom Curriculum Design
Classroom InstructionClassroom Instruction
“Curriculum is all the experiences children have under the guidance of the teacher.” (1935)
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VIII. Classroom Curriculum Design
Classroom InstructionClassroom Instruction
“Curriculum encompasses all learning activities provided by the school.”(1974)“Curriculum [is] a plan for experiences which the learner encounters under the direction of the school.”(1982)
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VIII. Classroom Curriculum Design
Classroom InstructionClassroom Instruction
“Regardless of the direction provided by the school, individual teachers still need to make decisions regarding curriculum design at the classroom level given the unique characteristics of their students.” (2003)
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EDUCATIONAL LEADERSHIP
“Leadership influences virtually every aspect of school improvement. Leadership is a necessary condition for effective reform at every level.”
Robert Marzano (2003) p. 172
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EDUCATIONAL LEADERSHIP
PRINCIPLES OF EFFECTIVE LEADERSHIP:
Establish leadership team Create joint ownership for change Must utilize effective people skills
PRINCIPLES OF EFFECTIVE LEADERSHIP:
Establish leadership team Create joint ownership for change Must utilize effective people skills
Administrative LeadershipAdministrative Leadership
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EDUCATIONAL LEADERSHIP
Personal Traits of Effective Leaders:
Optimism Honesty Consideration
Personal Traits of Effective Leaders:
Optimism Honesty Consideration
Administrative LeadershipAdministrative Leadership
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