What is one articulated promise and limitation of school and system program development in relation to school improvement?
Requirements: 4 to 5 pages single spaced
Critical Reflection Assignment This reflection is about what youÕve learned throughout the course. Focus your comments on how your thinking has changed in relation to at least one guiding question, how your professional practice could be influenced, and how this course has fit into the scope of your graduate work. The paper should be around 4 to 5 pages, single spaced. You will focus on 3 course readings. Please consider making your reflection as specific as possible. This assignment format works best with a contained question or case study as guiding focus (as opposed to more general reflections or observations). Please make sure your assignment: ¥clearly traces a change in thinking about a course question or concept over the six weeks of the course ¥answers the Òso what?Ó question, explaining what is at stake in exploring the chosen ideas, tensions, or experiences through this assignment ¥has specific, in-text references to at least three course readings ¥consistently follows a citation format ¥is thoughtfully written with attention to clarity and the development of the authorÕs voice Course Guiding Questions in past 6 weeks: 1.What is one articulated promise and limitation of school and system program development in relation to school improvement? 2.Identify a factor of school and system program development of particular interest to you and make an explicit connection to your practice. 3.Identify one tension between thinking about school and system improvement in general vs. applying ideas to a specific context. 4.Comment on the relationship between qualitative and quantitative data when operationalizing school and/or system program development. 5.What is at stake when thinking through the role of staff leadership in school and system improvement? 6.How does trust operate as a factor in the design and implementation of school and system program development and implementation? 7.How might staff experiences affect reception of and participation in school improvement initiatives? 8.What do you notice about staff voices most prevalent in the literature on school and program development?
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