In this paper, I seek to investigate the traditional views of school reform by redefining the roles teachers can play in school change and thus, increasing student’s learnings outcome.
Within this framework, Stoecker and Tryon (2009) challenge scholars to think about whose voice gets included in, and how community members are affected by, service-learning engagement. By exploring these issues, they encourage those in higher education who facilitate community engagement projects and partnerships to think about their roles as university faculty, educators, and keepers/producers of knowledge. Although some of the suggestions and questions embedded in the relationship metaphors above may seem obvious, it is not uncommon to fall into challenging behaviors and patterns within personal, professional, and academic relationships. University-community partnerships are constantly in flux as partners work to negotiate and accommodate a host of contexts and human-factors that are often out of their control. For this reason, transformative partners must remain open to unanticipated developments, disruptions in the status quo, and emergence of new values and expectations at every stage of their partnership (Enos & Morton, 2003). Self-awareness and flexibility around our own behaviors within relationships, such as communication patterns. The ways we express our needs, desires, and appreciation, and how we respond to stress and political pressure, can go a long way in pursuing and maintaining transformative partnerships.
My Educational Leadership Model Essay; ..
Writing papers on Philosophy is both a tricky and interesting task. Students don’t like or simply hate completing philosophical essays because they don’t know how to start, continue or finish them. Some students confuse them with research papers, essays on Literature or any other kinds of academic papers and get rather low marks for them.
Personal Philosophy of Leadership Essay - 1209 Words
Most of my past summer was spent away from home. In that brief month in which I remained in (town name) I worked at (job) in order to earn the money I was going to spend on my trips. My first excursion was to the east coast where I visited several schools and took in the atmosphere of an area to which my midwestern self was somewhat unaccustomed. One school I was considering that I did not visit was Dartmouth. After all, I spent a month there later in the summer. As a participant of the Dartmouth Debate Institute I spent a lot of time in Feldberg, Dana, and Baker libraries; resided in the well-known Choates; attended sessions in Silsby; and dined in the Full-Fare section of Thayer. There was also time for recreational activities such as rope swinging, volleyball, frisbee, sleep (every little bit was cherished), and beautiful hikes up to Dana. I did manage to sit down and work in such a clean, open environment, however. The instructors made sure of that. The four-week institute honed my skills in speaking, researching, structuring arguments, and thinking. As a result, my partner and I were able to break into the elimination rounds at the institute-ending tournament which included the top debaters in the nation. Aside from the debate skills I learned, I found the institute very favorable because of the exchange of ideas taking place between the students and staff. What I learned from those exchanges enlightened me not only as a debater but also as a person.
FREE Educational Leadership Essay - ExampleEssays
While the university students serve, they learn the human side of environmental policy, something not readily taught through course readings alone. They hear stories of how the debris they are clearing used to reside in living rooms and children’s bedrooms. They hear residents’ frustrations around the lack of protection from such devastation and the lack of government response. Through individual and group reflection activities, assignments, and course lectures/readings, the students analyze why the hurricane caused such devastation, learn about disaster preparedness, and why the potential for devastation and the response to the problem by the government were not adequately addressed. They are challenged to reflect on their activities in terms of personal development, content learning, and their sense of civic responsibility, specifically in line with how they can help address community needs through service. In seeking to address potential controllable issues that added to the devastation, the students move beyond a temporary, transactional approach to addressing the problem.