Vision for School Improvement

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Vision for School Improvement

Planning for school development is a necessary process that has been ignored by many stakeholders in the education sector. Failure to incorporate such preparations results in a disorganized system that breeds corruption, inefficiency, and poor realization of organizational goals (Berry and Adamson 54). I believe that the process of planning for school development needs to be inclusive. Contributions from all the key stakeholders including parents, teachers, and administrators need to be considered. While their interests are varied, I think that it is imperative that all of them embrace a progressive approach. For instance, I think that it is critical that all elementary schools should possess the basic information technology infrastructure. This is because learning about computers has become fundamental to the growth of children. When it comes to planning, another aspect that must be incorporated is the room for expansion. The school planning committees need to factor in opportunities for physical and structural development. In this way, the institutions can grow, take on more facilities, and improve the learning experiences of the students.

The form of student assessment currently being used in the Western world has demonstrated the need for improvement. Currently, the education system has prioritized merit as the deciding factor as far as progress is concerned. The problem with this type of approach is that it is not comprehensive. Learners in such situations focus on passing their exams rather than understanding the subjects. Later in their careers, they are also unable to practice their skills in real life situations. I propose an alternative approach towards dealing with children and education in general. Focusing on the underlying problem before proposing a solution is imperative. The issue with the current system is that children study to get good grades, get a high paying job, and earn good salaries. Conversely, I propose eliminating the examination system, and allowing children to be assessed throughout all the years of their learning process. This new system is formative in its structure. It will involve asking the students for feedback on the different subject areas and, consequently, making reforms that will teach students the skills appropriate for their requirements.

As far as the approach towards teaching is concerned, it is evident that there is a need for a change. The traditional beliefs concerning teaching have always focused on the teacher as the center of learning. Teacher-centered learning might be popular especially given the wealth of experience and skills held by the instructors (Rita and Adamson 92). However, I think that there is a need to change this belief and adopt a student-centered learning approach. In this new model, all the activities surrounding the student are implemented with the sole intention of enhancing their learning experience. For instance, the layout of the class should be tailor-made to suit the interests of the age bracket being taught. Children in kindergarten can have images, directions to rooms, and organizers to ensure order. Older students can have a personal workspace as this promotes independence and increases focus on the tasks. In retrospect, the improvement of the aspects above in the education sector will contribute towards higher performance in academic and non-curricular activities. The time has come for the stakeholders to embrace alternative approaches towards dealing with school affairs. Adopting a progressive attitude will transform most of the conservative beliefs and make it possible for most institutions to grow at an exponential rate.

Work Cited

Berry, Rita, and Bob Adamson, editors. Assessment Reform in Education: Policy and Practice. Springer Science and Business Media, 2011.