Running head: ACTION RESEARCH PROCESS

Name: Institution:

QUESTION: As a school leader, you should put your focus on motivation, leadership, decision-making, and other theories impact on your students and teacher to be successful.

STUDENT ACHIEVEMENT 2

Introduction The education reform mo ement is at a !oint "hen there#s a need to $ridge the ga! $et"een theoretica% conce!ts and !ractice& The di ide comes a$out "hen teachers fai% to recogni'e the im!ortance of using different techni(ues than "hat the) %earnt in co%%ege or !re!aration !rograms *+ar%ing,Hammond- .//01& The success of students is er) im!ortant to schoo%s $ut more significant%) is the de e%o!ment of the instructiona% and teaching staff& 2am$ert *.//31 insists on the im!ortance of adu%t %earning $eing at !ar "ith student %earning& In other !rofessions- %i4e medicine- teachers need to $e a$reast "ith de e%o!ments in their !ractice- theories and methodo%ogies if the students are increasing%) re(uired to im!ro e on achie ement- the same has to $e mirrored on teachers& Teachers need to indu%ge in high%) effecti e !rofessiona% de e%o!ment !ursuits in order to $e current in their !rofession& This !a!er discusses ho" as a teacher- I "i%% a!!%) theoretica% conce!ts in teaching to achie e student and teacher success& Motivation 5oti ation of %earners is one of the $ig cha%%enges that teachers ha e to contend "ith& Teachers ha e contro% of the going,on in the c%assrooms des!ite not ha ing an) inf%uence on e6terna% factors that determine student !erformance and $eha iour& Choices that teachers ma4e ha e an im!act on the moti ation of students& One of the theories on student moti ation is the e6!ectanc), a%ue theor)& This theor) forms the foundation of other theories in the moti ation of students& According to the theor)- a student is moti ated to carr) out some studies re%ated "or4 to the e6tent that he or she a%ues the tas4 and ho" he e6!ects to succeed in it& It im!%ies that if students reasona$%) ma4e effort and attach a%ue to acti ities in schoo%- then the) "i%% $e successfu%&

STUDENT ACHIEVEMENT 3

In achie ing student achie ement and u%timate%) m) success through moti ation as a teacher- I "i%% see4 to create a c%assroom en ironment that is o!tima% for m) o$7ecti es& I "i%% em!%o) the fo%%o"ing strategies e%a$orated here,under& Course Design

Students gi e a !ositi e res!onse "hen the course is organi'ed "e%% *+a is1& It is therefore im!ortant to consider ho" a course is structured and the methodo%ogies used in teaching to inf%uence the moti ation of students& I "i%% use the fo%%o"ing strategies during creation of %essons and !%anning of the course& i& I "i%% define the tone at the start of the semester or schoo% term& The s)%%a$us "i%% state the %earning o$7ecti es- the goa%s of the course and "hat the students shou%d e6!ect $) com!%etion of the course& I "i%% in c%ear terms e6!%ain to students "hat is necessar) for them to do in order to attain achie ement in c%ass and in their indi idua% %i es& I "i%% ta4e ad antage of the curiosit) of the students that is characteristic at the $eginning of the semester $) introducing the course "ith enthusiasm& This strateg) can $e a!!%ied in the first %essons of a c%ass or to!ic& ii& I "i%% ar) teaching methodo%ogies& I "i%% eer off the usua% traditiona% %ecturing methods and introduce %earning acti ities that "i%% ensure student !artici!ation in c%ass& I "i%% a%so see4 immediate feed$ac4& I "i%% a%so inc%ude %earning through so%ution of !ro$%emsco%%a$orati e %earning- techno%og) use and e6!eriments to achie e increased student in o% ement& This "i%% offer students "ith an o!!ortunit) to a!!%) "hat the) ha e %earnt& I "i%% su!!%ement m) sessions "ith discussion !ane%s- %ectures from guests and !resentations from students so as to !re ent monoton) and !assi e in o% ement of students&

STUDENT ACHIEVEMENT 4

iii&

I "i%% offer students a%ternati es "hi%e in c%ass& I "i%% em!o"er %earners $) ma4ing them fee% free and unconstrained so as to ma4e them a$%e to direct themse% es in %earning& Student %earning im!ro es "hen the) fee% that the) ha e inde!endence to determine the outcomes of %earning& 8or e6am!%e- I "i%% a%%o" them to se%ect to!ics of research or see4 in!uts from them "hen designing ru$ric&

i &

I "i%% gi e assignments that are a!!ro!riate to the %e e% of 4no"%edge- interests and a$i%ities of m) students& I "i%% design assignments that a%%o" students to $e high%) successfu% at the $eginning of the semester then gradua%%) increase difficu%t) to"ards the end of the semester& This "i%% aim at ma4ing the student fee% that it is !ossi$%e to succeed "ith reasona$%e effort and a%so- ha e the student 4no"%edge and a$i%ities cha%%enged&

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I "i%% ma4e the content of m) %essons re%e ant& Students are moti ated and enthusiastic if the contents of the course are re%ata$%e "ith the acti ities and occurrences in their %i es& I "i%% %in4 the course materia%s "ith their goa%s or e6!eriences& This I "i%% achie e through the use of acti ities inside the c%ass or e6am!%es& This "i%% im!ro e their understanding of the conce!ts and $oost their a!!reciation of %earning& Teacher ehaviour

A teacher !%a)s an im!ortant ro%e of ensuring that %earning is achie ed& In most cases it is an arduous tas4 in formu%ating "a)s in ensuring students are moti ated to achie e the intended goa%s set at the start of the semester& Considering a%% the factors at !%a) in student achie ement- I "i%% ha e greatest inf%uence in m) o"n $eha iour& 5) $eha iour "i%% ha e faster im!act on student moti ation and "i%% a%so $e easier to measure its effecti eness& I "i%% use the fo%%o"ing in achie ing student moti ation and %earning& i& I "i%% sho" enthusiasm& As a teacher- I ha e the greatest a$i%it) to stimu%ate

STUDENT ACHIEVEMENT 5

e6citement in the contents of the course and im!act on the c%assroom en ironment& I "i%% therefore !ortra) an image and $eha iour that is in %ine "ith I "ant the students to $e& If I !ortra) an image of $eing $ored "ith the course- the students "i%% du!%icate this in their $eha iour and attitude& If I sho" e6citement in the "a) I !resent course materia%s and organi'e the course- it "i%% ru$ on the students !ositi e%)& ii& I "i%% aim at a oiding e6cessi e com!etition among students& 9hi%e com!etition among students is often said to moti ate students- e6cessi e com!%etion resu%ts in "rec4ing students as the) $ecome an6ious of their !erformance& It a%so creates di isions and destro)s interactions among students& This ma4es it hard for me as a teacher in achie ing moti ation of students and $) e6tension- im!acts negati e%) on their !erformance& iii& I "i%% communicate to the students m) e6!ectations as regards their success& Students "i%% stri e to achie e "hat the teacher e6!ects of them as regards !erformance& This can $e done at an indi idua% student %e e% "here I "i%% communicate to a student of m) e6!ectation in his or her !erformance or- at a c%assroom %e e% "here I "i%% communicate "hat I e6!ect the c%ass !erformance to $e& This "i%% great%) moti ate them to"ards achie ement& i & I "i%% !ro ide feed$ac4 that is time%) and constructi e& It is im!ortant to recogni'e the efforts that students !ut in c%ass& 9hi%e grades are im!ortant- the) shou%d not $e the on%) congratu%ator) !oint in a student effort& I "i%% return assignments fast and communicate !ositi e and negati e feed$ac4 constructi e%) "ith an aim of a!!reciating the hard "or4 of the student there$) moti ate him to achie e more& If students don#t get their assignments returned (uic4%) the) are una$%e to gauge

STUDENT ACHIEVEMENT 6

"hether the e6!ectations of the teachers are $eing met or if the) are %earning correct%)& In addition- if a teacher does not communicate "h) a student "as "rong and offer the correct direction- the student fai%s to 4no" ho" he or she "i%% im!ro e or ad7ust& :) !ro iding feed$ac4 (uic4%) and constructi e%)- students are moti ated& It is im!ortant to recogni'e that a sing%e !erson %i4e the teacher or e ent "i%% not ha e enormous effect in moti ating students to %earn& It ta4es in!ut from a %ot of sta4eho%ders and a series of e ents to achie e dramatic im!ro ement in moti ation of students& I ho"e er recogni'e the ro%e I !%a) through m) o"n $eha iour and im!ro ing the c%assroom en ironment in moti ating students& !eadership O er the !ast decades- there has $een a num$er of "a)s $) "hich educationa% organi'ations are ie"ed& One such "a) is the traditiona% mode%& In this a!!roach- an organi'ation is ie"ed as a hierarchica% s)stem "ith inte%%igence and !o"er f%o"ing from the to! to the %o"er staff through contro% and commands& 9hi%e there has $een im!ro ement in student %earning- the traditiona% a!!roach cou%d hinder %earning in educationa% institutions $) %imiting f%e6i$i%it) and discretion $) teachers tr)ing to satisf) the needs of di erse students *Chris!ee%s et& a%- .//;1& A modern a!!roach of %eadershi! in organi'ations inc%udes co%%a$oration- coo!eration and co%%egia% efforts "ith a $e%ief that !ositi e in!uts can come from a%% %e e%s of the organi'ation irres!ecti e of the ro%es and !ositions *O"ens < =a%es4)- .//>1& I "i%% a!!%) this modern a!!roach of %eadershi! in achie ing success in the !erformance of students& The "a)s and methods "hich I "i%% em!%o) are as out%ined $e%o"& & I "i%% use restructuring !%ans to increase moti ation of students& In times "here the

STUDENT ACHIEVEMENT 7

education s)stem is undergoing reforms- this "ou%d $e eas) for me as a student %eader& I "ou%d come u! "ith schoo% !rograms and !o%icies that ensure a !s)cho%ogica%%) !ositi e en ironment that- "hich in turn "i%% ha e a great im!act on the student moti ation& These !rograms and !o%icies "i%% see4 to achie e the fo%%o"ing: Set goa%s and se%f regu%ation& Pro ide different o!tions in instructiona% materia%s and methods& Pro ide a re"ard s)stem that ac4no"%edges achie ement in !ersona% $est& Nurture co%%a$oration and team "or4& Teach s4i%%s in time management&

I "i%% use the organi'ationa% structure of the schoo% to im!ro e student#s achie ement& This I can achie e using the fo%%o"ing strategies: I "i%% a%%o" students to come u! "ith their o"n "a) of defining and achie ing success using !ersona% goa% setting structures& I "ou%d ensure that instruction is done $ased on the desired outcome so as to ensure a%% students en7o) success irres!ecti e of their %earning s!eeds& I "i%% use retraining on attri$ution to ensure inc%usi eness of !oor%) !erforming students& I "i%% see4 to assure them that the) !ossess the a$i%ities to succeed if the) !ut in more effort& I "ou%d use a %earning methodo%og) that fosters coo!eration among students as this "i%% he%! them see that their o"n effort is $eneficia% to their grou!s as it is to their o"n !erformance& I "i%% a%so ensure that I am moti ated enough to see the achie ements of students& 5) moti ation can he%! stimu%ate the staff and students I %ead to succeed& I "i%% set u!- communicate-

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and agree on the desired goa%s to ensure moti ation among staff and students& I "i%% further share m) ision to the schoo% and redefine the mission statement of the schoo%& I "i%% ensure the mission statement and m) ision is corre%ating& 5) ision "i%% e6!ound on "h) it is im!ortant for the mission to $e achie ed& I "i%% use m) %eadershi! to ensure e er)one is in o% ed and su!!orti e of the ision& I "i%% stic4 to the !%an and not de iate- 4ee!ing in mind the u%timate o$7ecti e- "hich is the student achie ement& I "i%% ma4e m) schoo% the agent of change& The schoo% "i%% $e se%f dri en and !assionate to"ards rea%i'ation of the goa%& +ecisions "i%% $e made "ith the interests of students !ut first& In case the %eadershi! at the district %e e% is not su!!orti e at some instance- the schoo%- through its %eadershi!- "i%% dra" from its dri e to !ush the agenda for"ard "ith students !ut first& I "i%% ensure students are taught arious %e e%s of thin4ing re(uired at each %e e%- "hich is essentia% for them in ans"ering (uestions& This cou%d $e e6tra!o%ated to their %earning& An im!ro ement in this "i%% trans%ate in an im!ro ement- in achie ement& I "i%% %ead the schoo% in defining e6!ectation %e e%s& This "i%% he%! a%% mem$ers in the schoo% to o$7ecti e%) 4no" "hat is e6!ected of them in terms of out!ut& It "i%% he%! in ensuring that the schoo% does not set e6!ectations- "hich are too %o" since it "i%% cause %a6it) and ha e a negati e inf%uence in the ma7or e6!ectations& I "i%% %ead the schoo% in incor!orating teaching strategies that are $ased on research& Students ha e to $e taught research $ased %earning strategies& If im!%emented !ro!er%)- these strategies "i%% %ead to an im!ro ement in !erformance of the schoo%& Decision Making 5a4ing decisions is the $ig res!onsi$i%it) for administrators of schoo%s& +eciding on the course of action is the !rinci!a% function of a%% educationa% administration since- simi%ar to other

STUDENT ACHIEVEMENT 9

organi'ations- schoo%s are decision ma4ing units& An effecti e schoo% administration institute and a!!%) a decision ma4ing !rocess "hich is dra"n from the mission- ision and !riorities of the schoo%& The) ma4e use of data and facts& The) a%so monitor ho" effecti e the decisions are and ma4e im!ro ement in the decision ma4ing !rocess as need ma) arise& In a!!%)ing decision ma4ing function- I "i%% do the fo%%o"ing in ensuring achie ement in students& I "i%% assign !riorit) to the decision ma4ing !rocesses that !ositi e%) inf%uence the !roficienc) of teachers and (ua%it) %earning for students& This "i%% ensure that the t"o most im!ortant !artici!ants in education are !ut first "hich "i%% u%timate%) im!ro e on im!ro ed !erformance& I "i%% engage in a continuous e6ercise of co%%ecting and su$se(uent ana%)sis of the data& +ata ana%)sis "i%% $e done through critica% thin4ing and em!%o)ing techno%ogies that deduce information and mode%s from the ra" indiscerni$%e data& This "i%% great%) he%! in identif)ing of the !ro$%ems that cause !oor !erformance and the so%utions there,of& I "i%% %a) a frame"or4 that defines "ho ma4es "hich decisions and a%so one that ensures decisions are made in a time,conscious- o!en and effecti e manner& This "i%% reduce confusion in decision ma4ing as "e%% as im!ro e the "orth of the decisions $eing made& I "i%% em!o"er other mem$ers of schoo% administration $) ensuring the decision ma4ing authorit) is distri$uted "hi%e at the same time defining "hen de%egated decision ma4ing%eader,made decision ma4ing and consensus decision ma4ing are to $e used& I "i%% stri e at communicating effecti e%) the decisions made to the res!ecti e intended reci!ients& I "i%% a%so e6!%ain "h) the decisions "ere made "hi%e ref%ecting on the

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decision ma4ing !rocess used in arri ing at the decision& I "i%% e a%uate the decisions made& This "i%% see4 to ensure that the decisions are effecti e in resu%ting in desired so%utions- e(uita$%e in a oiding cumu%ati e damage on the institution and esta$%ishing "hether re ision of the decisions are needed& I "i%% ma4e use of techno%og) in ana%)sing schoo% !erformance and ma4e use of data "hen ma4ing decisions& The use of decision ma4ing in ensuring student achie ement is im!ortant& :ad decisions resu%t in $ad resu%ts& An effecti e decisions ma4ing !rocess "i%% he%! me achie e academic success for me and the students& "arental Involvement It has $een "ide%) acce!ted that students are on%) a$%e to achie e their ma6imum !otentia% "ith the undi ided su!!ort of their !arents& Administrators- go ernments- !arents# organisations and educators ha e stri ed to im!ro e in o% ement of !arents in the education of students& Parents !%a) an integra% !art in not on%) im!ro ing achie ement of students $ut a%so enhancing !ro!er administration of schoo%s *+esforges < A$ouchaar- .//31& In recognition of the indis!ensa$%e ro%e that !arents !%a) in student !erformance- I "i%% do the here,under in enhancing their in o% ement& #osting events and activities I "i%% ho%d e ents and acti ities "hich "i%% in ite !arents into the schoo%& Significant to achie ing this "i%% $e the Parent,Teacher Organi'ation?Association& @etting su!!ort of it to"ards ho%ding these e ents- "hich ma) $e fun or academic geared- is im!ortant& I "i%% ho%d an) of the fo%%o"ing e ents& Ta%ent search sho"s "here students "i%% sho"case their artistic a$i%ities&

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8undraising through a ariet) of "a)s& 8or instance $oo4 sa%es& Ho%d than4sgi ing ce%e$rations at the end of the semester or u!on achie ement& Ho%d a drug or hea%th a"areness da)& Ho%d a disco er) night "here students- teachers and !arents %earn in a common setting on an issue of socia% im!ortance& Ho%d a !ri'e gi ing da) "hich "i%% re"ard e6ce!tiona% students in $oth academic and non,academic areas& I "i%% a%so carr) out the fo%%o"ing !rograms and acti ities to enhance their in o% ement& I "i%% start a A!arent of the month# initiati e that "i%% recogni'e a !arent contri$ution to the ad ancement of education and schoo% "e%fare&& I "i%% ho%d "or4sho!s for !arents "ith an aim of sho"ing them ho" the) can !%a) a !art in the %earning of students I "i%% in ite !arents to $e guest s!ea4ers to offer ta%4s to students "ith an aim of educating them on a ariet) of issues& I "i%% engage !arents in !%anning of schoo% e ents %i4e fie%d da)sfundraisers and academic re%ated e ents I "i%% ma4e them !art of fie%d isits and tri!s&

I "i%% fami%iari'e the schoo% setting to !arents $) ho%ding orientation da)s&

Communication $ith "arents I "i%% effecti e%) and fre(uent%) communicate "ith !arents to ensure their in o% ement in

STUDENT ACHIEVEMENT 12

a num$er of "a)s& i& I "i%% de e%o! a communication s)stem that ena$%es t"o,"a) communication $et"een the schoo% and home& +e!ending on the !referred method- I "i%% use emai%- mai%- !hone- meetings and 7ourna%s& ii& I "i%% ma4e sure that the contact information on each !arent is correct and regu%ar%) u!dated& iii& I "i%% uti%ise the schoo% ne"s%etters- $%ogs and 9e$Pages in con e)ing information& i & & i& I "i%% ma4e use of on%ine c%assrooms such as the SCORE- Ed%ine and :%ac4$oard& I "i%% conduct home isits and administrators "hen necessar)& I "i%% ho%d forums that encourage discussions $et"een !arents and the schoo% communit)& ii& I "i%% encourage assignments gi en to students to ha e an e%ement of !arent !artici!ation& iii& I "i%% re(uire !arents to sign on student !rogress re!orts "ith an aim of 4ee!ing them a$reast "ith their chi%dren !erformance& i6& 6& I "i%% ro%% out !rogress re!orts on a "ee4%) $asis I "i%% ha e sma%%er c%assroom si'es so as to ma4e it !ractica% for teachers to communicate "ith !arents& 6i& I "i%% institute !rocedures and methods that ensure chi%dren %i ing "ith disa$i%ities are hand%ed "ith care Improvement of %chool &nvironment The schoo% en ironment !%a)s an im!ortant ro%e in the education s)stem& 8or !arents- it is

STUDENT ACHIEVEMENT 13

im!ortant that the en ironment $e "arm- "e%coming and res!ectfu% enough to encourage their !artici!ation& To achie e this- I "i%% do the fo%%o"ing& i& ii& iii& Create a front office for !arents "hich is "arm and "e%coming& P%ace !rominent%) a %ist of c%asses and the contact information of teachers Persona%i'e in itations and mai%ing to !arents s!ecifica%%) those that in ite them to the schoo% i & & i& ii& Persona%%) than4 !arents for their in o% ement in schoo% acti ities& Pro ide a forum "here !arents can share their concerns& Create a ra!!ort "ith each indi idua% !arent& Ensure that communication in form of mai%s- emai%s and ca%%s are res!onded to in the most minima% time !ossi$%e& iii& Sta) ca%m and !ositi e e en in instances "hen the !arent is isi$%) anno)ed or des!airing& i6& 6& 2isten to the !arents on "hat shou%d $e done to im!ro e the schoo% en ironment Ha e an office that is dedicated to su!!orting and attending to !arents

'le(ibility

To ensure !arents in o% ement in the achie ement of the students- it is im!ortant that I $e f%e6i$%e to them& Therefore in !ursuing f%e6i$i%it)- I "i%%B i& Organi'e meetings at a time that is most con enient to most !arents& This "i%% re(uire that some meetings are he%d after schoo%- "ee4ends or during the ho%ida)s& ii& Ho%d meetings at a con enient %ocation& In case of !arent,teacher meetings- I "i%% ho%d the meetings in their homes& iii& Su!er ise chi%dren during meetings "ith !arents&

STUDENT ACHIEVEMENT 14

i & &

Pro ide trans!ortation to !arents "ho are in need& Pro ide %iaisons and inter!reters to cater for !arents "ho don#t s!ea4 the common %anguage&

"rovision of )esources It is im!erati e that resources are !ro ided to !arents to not on%) ha e them in o% ed in student achie ement $ut to do so in a manner that "i%% $e $eneficia% to students& In this !ro ision- I "i%%B i& ii& Esta$%ish a hot%ine for !arents Pro ide a su$scri!tion ser ice that emai%s instructiona% ti!s and he%! to !arents iii& Ha e a !arent resource centre that "i%% $e a ai%a$%e to !arents to uti%ise at their o"n con enience& i & & i& Ho%d training sessions for !arents on !arenting Pro ide information on scho%arshi!s aid and admission to co%%eges& Ho%d a curricu%um e6!o "hich "i%% inform !arents on "hat the students are taught ii& Offer sign %anguage he%! and c%asses "hich "i%% he%! !arents and fami%ies "ith chi%dren %i ing "ith disa$i%ities& iii& Encourage !arents to ha e their chi%dren read to them dai%) or reca! "hat the) %earnt in schoo%& This im!ro es the memor) of the chi%d "hich u%timate%) im!acts !ositi e%) through im!ro ement of !erformance&

9hi%e the chi%d s!ends sa) eight hours in schoo%- the rest of the hours are s!ent in schoo%& This under%ines the im!ortance of the !arent in student achie ement& Parents are the teachers at home&

STUDENT ACHIEVEMENT 15

Their effecti e in o% ement "i%% ha e a !ositi e im!act on the !erformance of students& )eferences Ca%%ahan 5e4i a- ./11- Ho" +o I 5oti ate 5) StudentsC- A ai%a$%e at htt!:??"""&t%!d&ttu&edu?teach?T2TCD./TeachingD./Resources?+ocuments?Ho"D./doD./I D./5oti ateD./5)D./StudentsD./"hiteD./!a!er&!df- as accessed on >th A!ri% ./1E& O"ens- R&- < =a%es4)- T& *.//>1 Organi'ationa% $eha ior in education: Ada!ti e 2eadershi! and Schoo% Reform& :oston- 5A: Pearson Education Inc&

Chris!ee%s- F& H&- :ur4e- P& H&- Fohnson- P&- < +a%)- A& F& *.//;1& A%igning menta% mode%s of district and schoo% %eadershi! teams for reform coherence& Education and Ur$an Societ)

+AR2IN@,HA55ON+- 2inda et a%& +oes Teacher Pre!aration 5atterC E idence a$out Teacher Certification- Teach for America- and Teacher Effecti eness&& education policy analysis archivesGS&%&H& 13!& E.oct& .//0& +ate ISSN 1/I;,.3E1& /> A ai%a$%e A!r& at: ./1E&

Jhtt!:??e!aa&asu&edu?o7s?artic%e? ie"?1E>K&

accessed:

doi:htt!:??d6&doi&org?1/&1E0/>?e!aa& 13nE.&.//0- as accessed on >th A!ri% ./1E&