Collaborative Planning and Diagnostic Instrument
For decades now, the development of education and teachers learning has been the focal point in the support of schools for all K-12 learners. Teaching, research, and program development depends on knowledge, dispositions, and skills. This has to be understood and taught effectively to the learners at all the levels of collaboration. The efficiency of the operations together with the result of the practices labeled collaboration, which varies significantly depending on the organizations and some other shortcomings of the applied approaches. The design and implementation of the whole collaboration process might be linked to this kind of scenario. This can be separated into the institutional level and also the expected figures head individual in charge of the institution.
A compressive plan was studied among scholars like Fusco and Schlager (2003) in assisting education technologist to understand the nature of creating community-based practices. The practices lead to shared relationships in teacher training and aspects required for reading improvements based on direct instructions and pre-requisites design to support the examination of well-designed students. The study outlined the schools presenting the global design plans of projects majored on advancing the teacher’s quality with a collaborative schedule, classroom observation, student reading achievements and also professional development teachings.
Application of Technology to Explore the Collaboration Model
The process of teaching learners with an efficient application of technology in the lectures or classroom can assist them in discovering the aspects of literacy. To explore the partnership planning and diagnostic instrument explained by Rubin (2009) provided the phases of lifecycle model arranged with questions and various aspects to assist advance collaboration in school-based regions. In regards to classroom visitation, the technology focuses on the lifecycle model to be involved as a framed reading intervention. Moreover, the phases of the lifecycle model for the teachers with a continued support to establish learners’ performance through their studies.
Moreover, the leaders of an institution are expected to have integrity as a value. This is the framework through which trust and respect are established. It has to be at the forefront of every interaction whether it is a student, school management, parents or the society. The teaching profession has obtained trust from the public hence the need for an ideal professional service to earn the rightful qualities. The basis for this trust is integrity which is important for a leader to protect professionally and personally (Beers, Beers & Smith, 2010).
Collaborative Planning and Diagnostic Instrument
Phase 6; Leaders, Structure, Roles, and Rules
In order to establish collaboration within the classroom and also to make sure all the teachers are confident, functioning schools rules and well-coordinated leadership roles based on the existing code of ethics.
Phase 7: Develop and Action Plan
Moreover, the phase develops how to come up with an action plan to establish student-centered learning process. The plans will showcase the integration technology in the classrooms, create collaboration in schools and check through the student’s progress.
Phase 8: Begin with Successes
The phrase will be used in order to the achievements accomplished by the school environment and the motivating support of the leaders. The students who have achieved a greater success will be motivated.
Phase 9: Build Bonds between Partners
Moreover, the tool in phase 9 to elaborate the effectiveness of building relationships that exists between the community and leaders through fostering bonds in school. Accompanied by professional learning, society leaders, and teachers can perform collaboratively in groups, establishing partnerships, achievements and also student’s teachings.
Phase 10: Celebrate Successes
This explains the significance of celebrating achievements. In learning through the teaching process, the learners were to be motivated with an objective of celebrating their classroom achievements. This is important in maintaining a good achievement at the classroom level and also teaching aspects.
Phase 11: Assess, Adjust, and Reinforce Bonds
The phrase expresses the effectiveness of feeling related. In the process of small group instructions, the teachers can then reinforce the frameworks in proximity, to reinforce relationships through conversations and also a good time to associate with the learners individually. The evaluation process based on goals centered on the next phase.
Phase 12: Goal-Centered Accountability
The accountability conversations rubric is a strategy to improve the measuring process and also the reading logs. An accountable conversation enables the learners to share relevant information through the entire group or small partnerships.
Phase 13: Scaffold and Change
The phase targets change as achievement indicate the essence in the classroom. The evolutionary change in the classroom will offer the teachers and learners with success. The change process will enable the students to attain the purpose.
Phase 14: Revisit and Renew Mission
The phase evaluates the significance of revisiting and also renewing the vision through advantages and disadvantages. The implementation process of the external modification with the new decisions, re-creating leadership and community participation is part of the system.
The theoretical foundations
The theoretical basis of the comprehensive objective provides a layout to examine students learning, development and professional learning within the environment. it explains the information collected through phases 1-5 usability of the partnership planning and diagnostic techniques indicated in the textbook and phases from 6-14 of Rubin’s life cycle model. The implementation of these phases will assist in developing an efficient collaborative surrounding through the creation of a firm basis which enables a learner’s growth, leadership and teacher’s growth.
In summary, the evaluation process of how to articulate student’s learning and professional improvements within the school was examined. It was said that knowledge has been the turning point in the learning, concentrating on learners that are competing in reading, the teachers can apply the strategies in the examination to assist all the learners and also utilizing a data-chat technique to involve purposeful response. Therefore, utilizing the comprehensive plan offers an opportunity for the teachers to apply the educational resources, response tools to support decisions; program based techniques and also enhances the overall learning performance.
The evaluation of the 14 phases of Rubin’s life cycle, as a teacher will assist motivate learning and partnerships utilizing the tools of technology to enhance the overall students’ achievements and also the growth of professional studies. Therefore, as a leader trying to incorporate the 14 phases to the leadership effectiveness will be able to offer a vivid vision and objectives, effective leadership, leadership development, and collaboration. The plan will take into effect the theories and also an opportunity for the development. There will be a bond for both the teachers and students.
Beers, C. S., Beers, J. W., & Smith, J. O. (2010). A principal’s guide to literacy instruction. New York: Guilford Press.
Rubin, H. (2009). Collaborative leadership: Developing effective partnerships for communities and schools. Thousand Oaks, Calif: Corwin.