Fele School Operations

Front 1

Pressures for Organizational Change

Back 1

Accountability, changing demographics, teacher and admin shortages, technology change and knowledge explosion, complexity of processes and people

Front 2

Common Resistance to Change

Back 2

Interference with need fulfillment, fear of the unknown, threats to power and influence, knowledge of skill obsolescence, organizational structure, limited resources, collective bargaining agreements

Front 3

Reducing Resistance

Back 3

Kurt Lewin Force Field Analysis- increase driving forces, reduce resisting forces, and create a new driving force. Unfreeze, Move, Refreeze.

Front 4

Top-down approach

Back 4

central administration makes the decisions

Front 5

model adoption approach

Back 5

central admin is considering the decision with input from others

Front 6

Change agent approach

Back 6

teachers pilot and recommend a program

Front 7

catalytic approach

Back 7

a crisis prompts the consideration of a new approach

Front 8

5 curriculum designs

Back 8

subject, interest, process, social, competency

Front 9

Six steps for the evaluation of curricular change (UCLA-Eval, Stand., and Student Testing)

Back 9

Focus the evaluation, identify multiple tracking strategies, manage instrument develop. and data collection, score and summarize data, analyze and interpret info, act of finding and continue program monitoring.

Front 10

Ralph Tyler (1949)

Back 10

Classic Method of curriculum dev.- edu purpose, experience, organized, principles attained.

Front 11

Hilda Taba (1962)

Back 11

Curriculum Text- four levels of knowledge, fundament. to master, scope sequence, and integration. Believed curriculum should be designed by teachers.

Front 12

George Beauchamp (1981)

Back 12

1st systems theory of curriculum- counseling, curriculum, instructional, and evaluation

Front 13

Humanistic Approach

Back 13

Child centered-child dev. and curiosity. Ie.) group games, field trips, projects, drama, etc.

Front 14

Vertical Planning

Back 14

planning from one grade to another in one subject

Front 15

Horizontal Planning

Back 15

integration of the curricula that are available at a given time

Front 16

Spiral Curriculum

Back 16

Con't one grade to the next grade; topics introduced and reintroduced enhancing earlier exposure

Front 17

Sequence

Back 17

"when" in curriculum planning; the order in which concepts are taught

Front 18

Scope

Back 18

"what" of curriculum development; what will be taught

Front 19

Robert Sternberg

Back 19

Triarchich Theory of Intelligence- how people cope with the world around them: synthetic, analytical, and practical.

Front 20

Howard Gardner

Back 20

Multiplie Intelligences (8)- linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist

Front 21

Constructivism

Back 21

students learn best when they acquire knowledge through exploration and active learning- construct knowledge instead of receive it.

Front 22

Beck and Murphy (1996)

Back 22

Site-based management of Successful Schools- consistent and powerful focus on learning, strong/facilitative leadership, nurtures a sense of internal and external community, resources to lead, learn, and teach.

Front 23

Diane Ravitch (1995)

Back 23

Three types of standards- content, performance, and opportunity to learn

Front 24

Raw score

Back 24

number of questions answered correctly on a test or sub test

Front 25

Standard score

Back 25

ind. raw score compared to the scores of the norm population

Front 26

Standard Deviation

Back 26

square root of the mean of the squares of the deviations of the scores from the mean. Best way to measure variability- high deviation shows heterogeneity and low shows homogeneous.

Front 27

FPMS Florida Performance Measurement System

Back 27

PIMPCT- Planning, Instructional Organization and Development, Management of Student Conduct, Presentation of Subject Matter, Communication, and Testing.

Front 28

Lippitt and White

Back 28

Three styles of teaching- authoritarian, democratic, or laissez-faire

Front 29

Ned Flanders

Back 29

Communication in classroom- teacher talk, student talk, silence

Front 30

Miles Patterson

Back 30

non verbal communication- providing info, regulating interactions, expressing intimacy, exercising social control, and facilitating goals

Front 31

Barr and Ryans

Back 31

Teacher Characteristics: Pattern X- understanding, friendly, responsive. Pattern Y- responsible, businesslike, systematic, Patttern Z- Stimulating, imaginative, original.

Front 32

Rosenshine and Furst

Back 32

Teacher behavior with positive outcome- clarity, variability, enthusiasm, task orientation, and student opportunity to learn

Front 33

Good and Brophy

Back 33

effective teaching and learning- clarity, knowledge of content, variety, whititness, overlapping, smoothness, seatwork, student accountability, realistic expectations, praise, flexibility, task orientation, monitoring, learning opportunities, and comments that help structure learning.

Front 34

Point of Diminishing returns

Back 34

a point beyond which additional expenditures will yield very little or no additional educational returns

Front 35

Tax types

Back 35

Proportional- same regardless of income, Progressive-increase if income increase, Regressive-decrease if income decreases

Front 36

Three variables of tax function

Back 36

the tax base, the assessment practices, and the tax levy

Front 37

Amendment 10

Back 37

Education is a responsibility of the state

Front 38

Land Ordinances

Back 38

provided territories to become states and an education provision area for schools in every state

Front 39

Weighted FTE Students

Back 39

FTE students X Program Cost Factors=weighted FTE students

Front 40

Base Funding

Back 40

Weighted FTE X Base Student Allocation (BSA) x District Cost Differential (DCD)=base funding

Front 41

Serrano vs Priest

Back 41

disparity in school funds available to students in california was changed

Front 42

Amendment 14

Back 42

Equal protection of the law to all citizens

Front 43

School Finance Plans

Back 43

Pay-as-you-go, Tax Reserve/Building Reserve Plan (taxes held in reserve and cost spread of time before construction), Bonding (most common)- spreads cost over time after construction

Front 44

Zero Based Budgeting

Back 44

Every funded program must be justified during budget development

Front 45

Site-Based Budgeting

Back 45

Involves teachers, community, and admins at the school level

Front 46

Function

Back 46

an action/purpose for which a person or thing is used: instruction, education, vocational/technical, adult ed. and other

Front 47

Ammendment 4

Back 47

search and seizure

Front 48

Amendment 8

Back 48

cruel and unusual punishment

Front 49

Title IX Florida State Statute

Back 49

treat children of both genders equally

Front 50

complaints against teacher steps

Back 50

formal complaint filed with FDOE, FDOE investigation, Notification to cert. holder and superintendent, FDOE makes recommendation to Ed. Practices Commission, EPC appoints attorney, EPC notifies and investigates, cert. holder responds, EPC orders "peer review" panel, and EPC makes final order.