1.
How can principals encourage collaboration in their schools between school
leaders and teachers, among teachers, and between school staff and parents?
A. To improve collaboration between school leaders and teachers it is very important to
give teachers leadership roles and then support them in their roles. It is also important
to encourage the teachers to share ideas and opinions.
B. To improve collaboration between teachers, a co-teacher can be provided
for in class assistance. For outside of the classroom it is important for
general education and special education teachers to communicate about
teaching and behavior strategies and curriculum adaption. It is also
important for them to maintain a moral support system.
C. To improve collaboration between teachers and parents it helps to respect
the parents and encourage parental involvement in decision making. The
parents can assist the teachers in understanding their child’s needs and ask
any questions that they may have.
2. What are some of the positive results of a school environment in which there
is collaboration and shared high expectations for all students?
A. Some positive results might include a student body that is non segregated
based on academic standings where as some student bodies segregate
themselves on whether they are in the honors classes or jocks or disabled.
But because they are all interconnected through their studies, they will be
more apt to be friendly to one another.
B. When high expectations are set on the students, most will feel a desire to
learn and succeed, perform well on their tests and feel a sense of belonging
in their environment.
3. What are some of the important steps in implementing inclusive assessment
practices in a school? How can school leaders make certain that students with
disabilities are being assessed properly?
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A. Students should always be informed of upcoming tests so that they can
have time to prepare for it and feedback is very important so that the
students can improve for their next assessment.
B. Teachers, parents, students and IEP teams can all help in deciding which
accommodations are necessary to ensure that the student is being assessed
properly. Teachers often know which form of the test would be most
appropriate. For example, students aiming for a High School Diploma
would all take the same tests, whereas a student with adapted learning
would need a different form of the test. Parents understand their child
better than anyone; they can help the teacher decide which form of
assessment would work best for their child if necessary. Students are
responsible for their own studies and should take their preparation
seriously. IEP teams can help guide teachers to certain goals. For example,
they would look at what they are evaluating, what accommodations would
help this student and how to grade their results with the adapted test.
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