Curriculum

The Functional to Matrix Transition Karen R. J. White, PMP RECENTLY PARTICIPATED IN A CONSULTING ASSIGNMENT WHICH INVOLVED MOVING A LARGE ITS ORGANIZATION from an old-style functional-department organization structure towards one more friendly to proj- Common Pitfalls ects. The project faced the sorts of challenges that are common when trying to realign organizational structure with the new realities of managing by projects. In addition, there were added cultural barriers because the company was in the financial services sector-a very traditional industry, known for conservatism in management approaches.

Project management consultants were called in because, for the first time, the organization was undertaking a multi-year enterprise-wide development program that cut across multiple functional departments, instead of following their old pattern of doing projects within departments. Within the program, several major related projects were being carried out. Clearly, business as usual would not suffice. BASELINE: A FUNCTIONAL/WEAK MATRIX STRUCTURE A Functional/ (Weak) Matrix organizational structure, such as our client company had in place, works well when the focus is on quality and technical expertise.

Under this structure, functional managers are responsible for products created within their areas of expertise. The downside: In the company on which this case study was based, it just wasn’t working. And their experience was not uncommon. The functional-based organization structure tends to undermine the authority and decision-making capability of project managers, making project success more difficult. The functional or weak matrix form of organization does have some advantages. In this case, first of all, it was the currently existing state in the client organization.

Change is always traumatic in organizations and, to the extent that we could preserve existing processes and systems, the upheaval-and resistance to it-would be minimized. Functional “stovepipe” organizations take a beating in discussions of optimal organizational structure, but the fact is that they are familiar to people, and thus comfortable for them. In addition, within this structure, IT and IS departments are fully empowered to complete isolated projects within their own “stovepipes. The client organization already possessed well-established communications processes and authorities within the functional areas. From a purely logistical point of view, the staff work locations were already centralized around functional department assignments, making information sharing among team members more straightforward. There are also serious drawbacks to this organizational structure, however. For instance, communications and decision-making processes existed outside the program structure, contributing to schedule and budget issues.

For the same reason, true accountability rested outside the programs, somewhere in the traditional hierarchy of the corporation. For example, executive functional management, who were in fact somewhat removed from the actual conditions of the programs, made all the important decisions. Budget and contracting authority was reserved for the CIO level. Under this very traditional structure, only formal authority-something the project managers did not have-was recognized as a source of power.

The client organization had made some strides in moving past a purely functional hierarchy, towards a matrix organization. A Project Management Office (PMO) had been implemented the year before my involvement began-a year after the program was launched. Unfortunately, this meant that proper attention had not been paid to project management issues during the initial planning stages of the program. Phone: 610. 853. 3679 n www. pmsolutions. com n Fax: 610. 853. 0527 EXPERT SERIES The Functional to Matrix Transition Page 2 of 4

Instead of creating a PMO to manage the program, the existing program was inserted into a PMO. However, since the PMO lacked authority for decisions and communications, accountability was problematic. As an example, program budgets and staffing decisions were made within functional organizations, not within the programs themselves and resources were not accountable to programs for deliverables. Programs were initiated by functional departments, making any kind of strategic alignment or project prioritization (portfolio management) problematic. And because project teams ithin programs were organized by functional department, not by deliverable, the physical and organizational barriers between project teams impeded communications. THE OTHER EXTREME The Project (Strong) Matrix organization, at the other end of the organization-structure spectrum, works well for crash efforts, where the focus is on cost and, especially, schedule. These types of project-based organizations are sometimes nicknamed “Skunkworks” after the Lockheed-Martin aerospace project that made this approach famous. The Strong Matrix is an organizational form beloved of project managers and organizational design theorists.

To be sure, this model offers many advantages from the project management standpoint: · It concentrates complete authority for decisions affecting a project or program within the project or program itself, which simplifies decision-making. · Program budgets and staffing decisions are made within the programs. · Staff members have a single manager to please and answer to. · Resources are accountable to program for deliverables and performance. · Clear communications paths exist. However, in the real world of our client organization, the Project/Strong Matrix model carried several disadvantages.

Limited resources in certain key technical and business areas meant that there simply were not enough people to create dedicated program or project teams, and it was deemed too time-consuming to recruit and/or train additional staff. The existing staff was in dispersed geographical locations with staff not able to relocate. All in all, moving to this form was just too drastic a change for the organization. THE MIDDLE GROUND Thus, our choice in establishing a more project-friendly environment was the “Balanced Matrix” structure . This structure strives to hit all the bases.

Cost, schedule and quality are considered of equal importance. The balance between these considerations is achieved through continuous negotiations and tradeoffs. Given the resource limitations existing within the client organization, we deemed it the best model as well as the most practicable, despite certain inherent disadvantages, such as the need for increased communications and resource negotiations between project managers and functional managers, the added complexity in status reporting and staff management activities, and the need for modified roles and responsibilities in IT and business functional departments.

The most significant impact of the new model was the extent to which we revised Roles and Responsibilities. IT functional management now shared joint staff management with program management and had to coordinate with program management in the areas of standards and process implementation. Business functional management also shared joint staff management with program management. Phone: 610. 853. 3679 n www. pmsolutions. com n Fax: 610. 853. 0527 EXPERT SERIES The Functional to Matrix Transition Page 3 of 4

Program management staff had far more “hands-on” involvement in program activities, as well as increased accountability for staff performance and coordination of related issues with functional man agement. Program Team Members now had multiple managers with whom to coordinate absences. TRANSITION STEPS 1. Assign Project Managers. We introduced project managers from the PMO to replace functional man agers with project management responsibilities, except in those cases where we retained functional leads as part of matrix.

We did this when the department managers or supervisors were the ideal choice for supervision project activities because they were the strongest technical person in that area. Once the project leaders were assigned we identified deliverables and associated accountabilities for each project team. 2. Re-define Roles and Responsibilities. We established a policy statement and matrix document that clearly identified the project manager and functional manager roles and responsibilities. 3. Revise Resource Staffing Processes.

By involving functional management in project initiation activities-recognizing that functional managers often have the best insight into the skills and limitations of staff members-we made the process of assigning resources to roles more collaborative. We also instituted a formal requisition process for internal resources. 4. Revise Performance Management Processes. We implemented revised performance management processes. Project managers were added to the performance development process training classes and required to provide periodic performance-related information to functional managers.

At the same time, functional managers now shared individual goals and objectives with project managers, seeking to align project assignments with objectives. Functional managers continued to administer performance development processes. 5. Establish a Communications Plan. We developed a comprehensive program communications plan identifying who reports what to whom, and when. We acknowledged the information needs of the functional management team by including them in the communications plan. Project websites were established to facilitate communications. 6. Obtain Senior Executive Support.

Senior executive support for changes was secured. We instituted an active steering committee. In addition, we established clear support at the CIO level for the Program and Project Manager roles and their authorities. These steps ensured alignment of functional and program goals: functional managers support the programs, which in turn implement the business goals. LESSONS LEARNED The matrix organization will meet resistance; plan for it. Lesson #1 – Program Organization. Make deliberate decisions about program and project organization when chartering the program.

Determine the important constraints for the program, know the different organizational structures available and deliberately select the one that best fits your situation. Consider geographical locations when forming teams; try to maintain team integrity within a single location. Lesson #2 – Roles & Responsibilities. Clearly define the roles and responsibilities of all vested parties, including functional managers providing resources to projects. Obtain agreement and sign-off on individual roles and responsibilities as part of each project chartering activity. Phone: 610. 853. 679 n www. pmsolutions. com n Fax: 610. 853. 0527 EXPERT SERIES The Functional to Matrix Transition Page 4 of 4 Lesson #3 – Communications Plan. Develop a comprehensive plan that considers communication needs both inside and outside the program. Consider horizontal communication flows in addition to vertical communication flows. Do not ignore the information needs of the organization as a whole. Lesson #4 – Continuous assessment. Reinforce the transition by continually monitoring the processes and climate of the organization. This is an ongoing challenge, not a one-time event.

When a crisis arises, the organization will tend to lapse back into functional management accountability, as opposed to staying within program structure. Pay close attention to the communications and collaboration aspects of the program; reinforce use of the agreed upon communications plan. Remain sensitive to the communication needs of multiple geographic sites, if any. You will need to provide continuous learning and reinforcement, since functional managers are still learning to include project managers in staffing decisions, while project managers are still learning to include functional managers in problem resolution activities.

Don’t be afraid to change! Question how you are organized; make sure the status quo fits with the work that needs to be done. Maybe you won’t change everything, but little regular tweak at organizational structure will keep it vital. Every six months or so, ask “Does it make sense today? ” Prepared for presentation at ProjectWorld, October 2001 Phone: 610. 853. 3679 n www. pmsolutions. com n Fax: 610. 853. 0527

Running Head: INCORPORATING CONFLICT RESOLUTION 1 Incorporating Conflict Resolution Melinda McCray Concordia University INCORPORATING CONFLICT RESOLUTION 2 As an educator, it is important that I not only know how to effectively deliver the curriculum to my students, but to also be able to effectively manage my classroom. Managing the classroom is not just writing disciplinary referrals or assigning detentions, but also includes making the proactive decision to prevent and mitigate conflicts as they arise in the classroom.

While all conflicts obviously cannot be prevented, teachers must be instrumental in guiding students to resolving their conflicts. Thomas Lickona (1991) touches on guiding students through conflicts. He writes, “even if students have the benefit of a conflict curriculum, social skill training… many will still have trouble applying these learnings… In these situations the teacher usually has three tasks: (1) Helping students understand… (2) Helping students work out a fair solution… and (3) Helping children practice the behavioral skills…. (294-295).

While some of these suggestions may not be applicable to high school students in some instances, I think that Lickona’s suggestions have merit. In my classroom, I could certainly incorporate helping my students practice good behavioral skills. I would definitely focus on the moral aspects of discipline and behavior, because students can relate to how they would like to be treated, using the “what if” scenario. Morality of mind is always an incentive to encourage a child to behave in the proper way. Community involvement is not always that easy at my school, but using our parent liaison could be a step in that direction.

Maybe the liaison could reach out to the parents when teachers cannot. Lickona(1991) suggests that observant teachers know the situations that trigger situations, (295) as one such teacher, using effective conflict resolution strategies such, one-on-one counsel, seating arrangements, and modeling good moral conduct is the way I plan to continue to resolve conflicts as they arise in my classroom and keep the classroom environment safe. References Lickona, T. (1991) “Educating for Character” How our schools can teach respect and responsibility. New York: NE Bantam Books

Find out In the beginning of the class If the students had done any prior preparations to learn that lesson and encourage such students. 3. Help the students make a smooth transition from +2 Make the students aware that the study pattern Is entirely to (NSA) 4. Different from what they were following in the last 12 years. They should be mentally prepared to adopt a new teaching style and learning process. 5. When students get good results, they must receive some positive strokes and visible appreciation. Increase the Library hours so that students get more time for REAL research . Tidies. Check if they are using it properly. 7. Allocate specific time in the time table for student- teacher interaction on a one to one basis. 8. Encourage and educate students to respect all faculties whether they teach them or not. 9. Do not criticize students in public unless there is a sufficient reason. 10. Do not do anything which would bring down the self esteem and morale of the students. 11. Best teachers (Communicators) should be allocated for the first years. 12. Teachers need to pay undivided attention Just for academic matters. Unfortunately today they re involved in several extracurricular activities like collection of fees, uniforms, dress, sandals, collection of records from the press, taking quotations etc. 13. Curriculum meeting should be conducted every month on a FIXED date in a PROPER manner so that the coordinators are fully equipped. 14. In the clinical, teachers must be given a control over the students than the staff nurse. In the present scenario, staff nurses enforce their work on our students. 15. Special meeting with the parents of weaker students must be conducted more frequently.

Change the teaching method – student friendly. Make sure they understand the topic properly. 16. Increase interaction with the students- use Sacramental method of using more questions and make them think. Plan Discussion classes Instead of lecturing classes. 17. Prepare power point presentations In a professional manner. 18. Prepare proper lesson plan and get approval from the concerned person. 19. Assign an Internal faculty to assist or follow up the external faculty. 20. All the faculty should be given training In modern techniques of communication. 21. Equip the students to WRITE the exam properly.

Some students write the correct answers, but give wrong embers, and then they wont get marks. They make a lot of such mistakes. They should be given proper orientation before they go for the exams. 22. Class co teach a subject or not. Then they can build up a close knit relationship and maintain it all the time. When the students face with a problem, then it is easy for them to approach that person. This is the time, these students face a lot of psychological, behavioral, hormonal issues and they badly need a mentor and a counselor whom they can trust completely. 23.

Plan the curriculum for each year at least two months n advance so that teachers will know their responsibilities properly. Short notice planning is creating a lot of tensions and problems. Once you plan it, go strict about implementing it. Do not change it as your mood changes. It creates problem for those who are forced to implement it. 24. Faculty should develop a culture of completing their works in the stipulated time. It should not be postponed or kept pending. 25. Find out the weak students in the first quarter itself and plan some special activities for them. Give them more study time if needed, avoiding clinical once in a while. 6. Conduct minimum of three PTA meeting every year. 27. Students who have not cleared I and II year exams should be withheld from Ill year classes and clinical. (Parents to be convinced). 28. There should not be any discrimination between B. Sc and M. Sc faculty. A We Feeling should be created. Conduct all – staff meeting every month. 29. Academic programs should not be interfered by Conferences or Workshops. 30. Disciplinary actions should be made without any delay. 31. Students should not be overburdened with extra money collection in various heads. 32. One staff: 10 students family should be created.

There should be a mix of brighter as well as weaker students in the group. They should help each other in all matters. There can be even a healthy competition between the groups. Brighter students should help weaker ones to go up the ladder. In the hostel, 5 adjacent rooms can be provided for them. 33. Students must be given opportunities to get engaged in non curricular as well as entertainment programs once in a while. They should not feel that TM CON is a prison and the staffs are kill Joys. 34. Non academic activities are the unidentified ‘hole’ in the result bucket. 35.

Conduct weakly revision followed by a one hour test on Monday. 36. As far as possible, do not make any changes in our academic master rotation plan for 52 weeks so that the implementation would be more effective. 37. Make the students clear their doubts in the class itself or immediately after the class. Teachers should be available for that. 38. Help the students to adjust the timings and write the answers according to the marks. 39. Constantly appreciate the students and staff for all the good things comes from them. 40. Students Just mugging up the lecture notes and answer key is not advisable.

Engage them in some small projects and assignments in their subjects. For the concern of the Management 41. Revise the admission criteria. Consider only those who have more than 70% marks in + 2. Those who got less than that are not fit for the present standards of KUAKA. We are trying to help a family by giving admission to this course. But ultimately we are putting that family in more grief and financial crisis. 42. A student who scores high marks in +2 may not be having any interest or caliber to pursue nursing studies. So strict scrutinizing should be done at the time of admission. 3.

The present system of aptitude test is quiet inadequate to evaluate their interest. It is simply a bunch of questions on physics, Chem.. , Bio, English and Bible. Hardly changed. 44. Let the board create an opportunity for the students to express their assessment and evaluation on their studies or any other topics. We realized that the Chairman and others in the board sat with students during a couple of lunch sessions was very encouraging for them. 45. Reduce the workload of students in the hospital. 46. Arrange faculty welfare programmer regularly without affecting academic aerogramme to relieve them from stress and burn out. 7. Minimize the external faculty for the first year. If needed find out those who can properly communicate to the fresher. Avoid Hi if – trainers. Students are new to the system and atmosphere. Several of them are from Malaysia medium. When they do not understand the teachers hi if stuff, they get mentally dejected. They are scare to express it to anybody. And thus their morale and confidence level goes down. Their first impression about the course is that it is a hazardous task. That impression lasts throughout. So we need to create a very good first impression to them. 8.

Arrange personality development classes like: Effective Time management, How to study well, Goal, How to get out of Exam Phobia, How to prepare for and write exams etc… 49. A forum for expression should be given. It is good if it is a confidential. This is for the first time we get an opportunity to express our thoughts in the last 10 years. So keep a locked box in the reception area so that students, their parents and even the faculty in the college can write and put their suggestions. Either President or Secretary of the College Board only should be able to open it. 50.

A big number of he faculty are uncomfortable in the campus due to various reasons. Provide a comfortable and peaceful environment for the faculty to work. Avoid situations which create unwanted stress from superiors in the college. 51. Unnecessary interferences of higher authority (in the campus) even in minute things should be avoided. Faculty should be given certain amount of freedom with an aim of the betterment of the institution in mind. 52. Very often teachers are being called to Principals office during class time. This should be avoided. Otherwise we lose the concentration and the flow.

Sometimes we come back with a different mental set up. So avoid such interferences. 53. Individuality of the teachers should be considered. They have their own status. Do not treat them as mere subordinator. 54. When teaching faculty are in some trouble, help them to solve it instead of making it more complicated. More than the money, the Staff should get a Job satisfaction and mental peace. Create such an atmosphere in the campus. 55. Faculty should not be scolded in front of others (Students, parents and other faculty). If the principal or the board wants to say something to the staff, it should be done personally and privately.

Avoid ego clashes. 56. At times, I had felt that I am still in a Barbarian era, where there is no concern for one another. Treat others with some respect. TM Con had a family atmosphere in the beginning. That feeling should come back. Faculty, right from the principal to the Junior most should sit together and discuss. Authorities should be willing to accept a good suggestion even if it comes from the Junior most. Faculty should get a listening ear. 57. A good working atmosphere would motivate both the students and faculty. A stressful atmosphere will force you to look always for n opportunity to get out.

You feel like working more hard when you own it. A come back to the good old days. 58. More such barnstorming sessions should be arranged with heterogeneous group of people such as two students from each nursing batch, one from M Sc batch, Administrator, Wardens etc and they can be give these points as a background and make them answer to the same old question. 59. We must provide more recreational facilities to the students. 60. Children who come out of their homes need comfort from their parents. So arrange telephones so that they can call their parents and talk to them.

Conceptual Framework The basis for conceptualizing the technology of food dehydration process’ inclusion in the high school curriculum and in the vocational course offering is to provide an option window for secondary level students to acquire skills and knowledge aside from the basics taught in the other subjects that can lead to a path to entrepreneurship and income generation. Prior to the revision of the basic secondary curriculum, the focus was preparing students for higher education less in knowledge base which required critical thinking skills rather than occupational learning.

Paradigm The paradigm illustrates the conceptual framework of the study and how dehydration technology can be incorporated in the school curriculum and proper application. The incorporation in the secondary curriculum and its proper application with the end recipient of the study to be the school and its stakeholders as such opening a pathway to career and lifelong education. By: Engr. Mary Rose Florence S.

Cobar, Doctor of Philosophy in Education Thesis title: “Development of a Source Material in Food Dehydration Craft Technology for the Secondary Schools” THE CONCEPTUAL FRAMEWORK In the light of the theories cited in the review of related literature and studies, specially the insights from Via (1979), Smith (1984), and Russel(1974), this study aimed to develop and try-out a prototype dramaproduction-based module for improving students’ oral communication skillsin English. Figure 1, shows the conceptual framework of this study. Via’s(1979), and Smith’s (1984) ideas formed the bases for using drama production as tool in improving students’ oral English skills. Russel’s (1974)“General Characteristics of Modular Instruction” on the other hand became the guideposts of the researcher in the development of the said module. 8 In the framework, and arrow points to the three process enclosed in a rectangle. Fist among the three was the identification of competencies of effective oral communication.

This was important since the module to bedeveloped would be used as a strategy to improve oral communication skills. Second was the development of a module and its validation by experts. Inthe development and validation stage, would go through revision and editingconsidering the suggestions of experts. Lastly, the module would be tried-outfor use by student-respondents and would then be finalized. 9 The output ofthese processes would be the drama production-based module aimed atimproving students’ communication skills in English.

Education and life of the twenty-first Century in an interdependent and globalized universe require an ability to believe critically and to hold an internationally orientative believing – is that pupils learn to understand the International Baccalaureate Program.

Campaigners for the International Baccalaureate Diploma in the last two old ages of high school take six IB classes.

In add-on, they must run into the demands of International Baccalaureate CORE, which include:

• Theory of Knowledge class, composing an drawn-out essay of 4,000 words
• the testing of 150 hours of preparation services.

International Baccalaureate Diploma Programme is a 2 twelvemonth educational plan. It is created for pupils aged 16 – 19, and it provides an internationally recognized making for entry into higher instruction. This program is besides recognized by universities around the universe. International Baccalaureate Diploma Programme is administered by the International Baccalaureate and it is taught in one of three linguistic communications – English, Gallic or Spanish. If pupils want to take part in International Baccalaureate Diploma Programme, pupils must go to International Baccalaureate School. International Baccalaureate Diploma Programme pupils complete the appraisal in six topics. Although the International Baccalaureate encourages pupils to prosecute the full sheepskin, International Baccalaureate significant load requires a batch of committedness and enterprises, If they want to but pupils may take to register one or more separate entities International Baccalaureate without basic demands. Such pupils will non have the full sheepskin.

Introduction

• Educational Program International Baccalaureate ( International Baccalaureate ) was founded in Switzerland in the late 60-ies as a cosmopolitan school plan with a common course of study that would let schools in one state to see instruction received in another state, tantamount to the national.
• As the distribution of the plan IB Diploma ( alleged sheepskin IB, in fact – certification of school ) have come to acknowledge the taking universities in the world. Now in the USA, Canada, Ireland, Great Britain, Belgium, France, Norway, Sweden and some other states, pupils with such attestations shall take into universities without entryway examinations.
• Today Programme International Baccalaureate can learn from school in 1020 100 countries. The fastest turning figure of schools in the U.S.A As a regulation, in all states schools, practicians trained in this theoretical account, are among the best. This means, that the degree of secondary instruction provided in schools IB, above the national standard.

The IB plan exists to give pupils the cognition and accomplishments needed in life to everyone, irrespective of profession, every bit good as the accomplishments of societal adaptation. Within the model of primary accent on academic accomplishments, the ability to believe critically, independent work skills. Through this attack, the pupils increased motive and involvement in cognition, and therefore performance.

The IB plan is designed for two years. The specific course of study may change from school to school, but in general is as follows.  Education is one of the three working linguistic communications of the IB: English, Gallic or Spanish (but may be learning their native linguistic communication, native and universe literature in the national linguistic communication ) . The footing of the plan – the survey of six topics that a pupil chooses.

Subjects of the plan are taught at two degrees: “advanced” ( Higher degree ) and “standard” ( Standard degree ). The first involves the scrutiny of the subject in the sum of 240 preparation hours, the 2nd – 150 hours. In the “advanced ” degree study three or four topics, as a regulation necessary for him to acquire into college.

The Extended Essay, which is a compulsory nucleus constituent for the International Baccalaureate Diploma program ( IBDP ) , is a research paper that gives pupils the chance to to carry on independent research or probe on a subject that involvements them. The Extended Essay demands a batch of creativeness and ain involvement during creative activity of the essay on the subject that is the most of import for the individual. The Extended Essay is a really utile constituent of the International Baccalaureate, because it prepares pupils to go competitory in our ambitious universe.

A drawn-out essay is utile for the pupils because in some manner it can assist develop new accomplishments and to open possibilities and generate thoughts. Writing an drawn-out essay helps pupils to happen out about themselves, research something they have of all time wanted and to look into on a subject that has been interesting to them.

The intent of the drawn-out essay, to give pupils a chance to:

• carry on independent research on the subject focal point ;
• development of scientific research and communicating accomplishments ;
• developing accomplishments of originative and critical thought ;
• engagement in a systematic procedure of research related to the subject ;
• Experience exhilaration of rational find.

The Extended Essay demands a batch of creativeness and ain involvement during creative activity of the essay on the subject that is the most of import for the individual. The Extended Essay is a really utile constituent of the International Baccalaureate because it prepares pupils to go competitory in our ambitious universe.

The Extended Essay gives the pupil a chance to research an academic subject in deepness, doing it among the most valued constituents of the IB course of study. With the Extended Essay, every pupil has the chance to look into a subject of his specific involvement.

An International Baccalaureate plan can be an attractive option to A-level plan for academically gifted pupils who are looking for a more complete, complex and interesting curriculum. It includes linguistic communications, mathematics, humanistic disciplines and natural scientific disciplines, originative things.

Students perform supervisory work in the procedure of acquisition, and at the terminal of the program. These trial documents are checked by testers of IB plans around the universe. Grades for each category ranged from 1 to 7. Students who have received a sum of 24 to 45 points, are entitled to have IB Diploma.

The programme is hard and interesting for both pupils and instructors. This complex and interesting plan requires the full committedness of motivated pupils and teachers. Schools are required to continuously re-evaluation and betterment, utilizing the criterions and guidelines used by all IB schools in the world.

Besides, pupils must go through strong comprehensive classes:

Theory of Knowledge (TOK)

This class of philosophical program, a kind of theory of research, methods and theoretical accounts of comprehension of the new. In short, these lessons are taught to larn and non afraid to reason in the hunt for truth, here gives a base for learning. The class besides teaches pupils to compose an essay to reason his point of position, to give definitions and formulate hypotheses, intelligently discuss.

Creativity, Action, Service (CAS)

“Creativity, action, service ”. Creativity may include the release of the school newspaper, composing a book for the Christmas tree, etc. Action – is athletics, dancing – in short, all the nomadic activities. Serving the community – is any activity aimed to assist the disadvantaged, protecting the environment, etc.  – From kids’ places to assist in the building of the church. Participating in theatre, athletics, societal work contributed to the fact that non merely uncover their endowments, but besides develop of import qualities such as heed, caring about others, and the ability to work in a team.

By the terminal of the plan, each pupil must compose an alleged “ elaborate essay ” ( Extended Essay ) sum of at least 4000 words. This must be the kind of record of the self-conducted research on a chosen subject, which is performed under the counsel of a teacher. This enables pupils to get the accomplishments of research.

One major difference between the plan IB – is first and foremost, the attack to the survey of the subject. Typically, in IB plan used different methods of analysis, accent on composing research documents and independent experimental activities of students.To acquire the Diploma Programme International Baccalaureate, a pupil must finish the plan and carry through all demands: base on balls and scrutiny in all six topics ( three topics at advanced degree and in three topics at standard degree ), write the Extended Essay, and two of on Theory of Knowledge, work out at least 150 hours on the plan Creativity, Action, Service completed and all undertakings and mini-projects. Each twelvemonth about 30,000 pupils receive the IB.

The IB plan is unfastened to any pupil who wishes to have IB Diploma or Certificate.

Teachers IB plans are invariably subjected to analysis and seek to better their instruction process.A The instructors are IB World schools have entree to the preparation centre on the Internet. The Center provides certification on the plan, illustrations of pupil work, and besides serves as an international centre of communicating for instructors program.A They may confer with with other instructors in IB schools around the universe and put their ain development as illustrations for other instructors.

Capable Area

the essay-capable country is chosen by the pupil.

These topics are:

• English/Literature History Politicss
• Biology Mathematics Psychology
• Chemistry Music Theater Arts
• Economicss Peace & A ; Conflict Studies Visual Humanistic disciplines
• Environmental Systems Philosophy World Religions
• Geography Physicss

An drawn-out essay is utile for the pupils because in some manner it can assist develop new accomplishments and to open possibilities and generate thoughts. This is a really interesting experience, because the subjects pupils are composing are of their involvement and it is ever a joy to make what you like and to speak about what is interesting for a individual. Writing an drawn-out essay helps pupils to happen out about themselves, research something they have of all time wanted and to look into on a subject that has been interesting to them.

The intent of the drawn-out essay, to give pupils a chance to:

• carry oning independent research on the subject focal point ;
• development of scientific research and communicating accomplishments ;
• developing accomplishments of originative and critical thought ;
• engagement in a systematic procedure of research related to the subject ;
• Experience exhilaration of rational find.

The IB plan is unfastened to any pupil who wishes to have IB Diploma or Certificate.

Campaigners for the full IB Diploma will utilize the drawn-out essay or undertaking in the CAS as their undertaking seminar senior students SSE. Most pupil’s IB plan participate in assorted Sessions during school hours, in the early phases of recognizing the importance of precedences which are set and nondetaining instances until subsequently. Upon completion of the plan, pupils will get the ability to believe international class, finely honed accomplishments of critical thought, assurance in all their academic enterprises. Besides, pupils will learn: conducting independent research, composing essays for a college degree, critical analysis of information, taking the context of reading, rules of effectual acquisition, readying of the balanced agenda. And pupils frequently receive a penchant for admittance to college, loans for College, admittance to the plan increased, preparation, scholarships.

All Advanced Features external rating experts IBO. There are general standards for rating. And it is used to find the essay score.

The chief standards relate to general facets of the essays, such as letters, usage of the information and general idea. Subject standards are concerned about how to take the subject directly in the context of chosen subject in the essay. Official guidelines for essays will be given to a pupil, when the subject of an essay will non be completed.

The classs of the mark of the essay:

• A first-class
• B good
• C satisfactory
• D mediocre
• E simple

By the terminal of the International Baccalaureate plan, each pupil must compose an alleged “ elaborate essay ” ( Extended Essay ) sum of at least 4000 words. This must be the kind of record of the self-conducted research on a chosen subject, which is performed under the counsel of a teacher. This enables pupils to get the accomplishments of research.

Every twelvemonth about 30,000 pupils receive the International Baccalaureate Diploma.

For diploma International Baccalaureate a pupil should:

• successfully pass the tests in all six topics ( three topics at advanced degree and three -subjects at standard degree );
• write “ elaborate essay ” ( Extended Essay );
• write two documents on the Theory of Knowledge ( TOK );
• work out at least 150 hours of plan Creativity, Action, Service ( CAS );
• complete all undertakings and mini-projects.

Theory of Knowledge class gives pupils a possibility to make and believe about cognition, to believe about learning in all topics they learn in the class of Diploma Programme, and to set up links between academic fields. An Advanced essay, much of the missive to 4000 words, and it enables pupils to research subjects of their specific involvement, which they can choose. It helps pupils to utilize their creativeness and thoughts, every bit good as imaginativeness, and besides to develop accomplishments of independent research, which should be at the university.

The Diploma Programme aims to develop pupils ‘ cognition and accomplishments and besides, they will necessitate executing undertakings IBO, as outlined in the statement of the organization’s mission and pupil profile. Teaching and acquisition in the Diploma Programme aid to show the world in the mundane pattern of the educational doctrine of the organization.

Extended essays in the doctrine give pupils the chance to look into the philosophical subjects of particular interest. The pupil is invited to come in into serious, personal ideas, develop and learn in a disciplined and originative manner specific philosophical questions. The chosen subject can be supported, for illustration, work done in category, current events on issues associating with modern-day argument, treatment, single reading and / or contemplation, or conceptual characteristics of belief systems that have non antecedently encountered by the student. It is bounded that the subject should be chosen so that it can be considered carefully. For illustration, in May, it is preferred to take as a starting point, specific hypotheses, instead than general, some of the thoughts of a philosopher, non a few, or one text, the philosopher, but non all of his or her work.

Counter-claims and expostulations must be provided, to see and, if possible, refuted. Although it is inappropriate to be avoided, the wider deductions of philosophical inquiries should research the appropriate grade and consciousness must be clear links between these issues and more planetary jobs of human life.

Of peculiar note is the flexibleness of the program. Every three old ages, amended. On bettering the classs are invariably working profile commissions of teachers. Thus, International Baccalaureate – a various plan that combines the really best that exists in school instruction in different countries. This is a cosmopolitan linguistic communication that is apprehensible to about any university or college.

However, the International Baccalaureate sheepskin receives merely those on the test in the sum scored at least 24 points ( scrutinies – 6, the highest mark – 7, the lowest – 1, 3 more points available for the thesis, and engagement in the competition CAS ). Cope with this undertaking is non all: for the universe statistics, around 30 % of pupils who completed the class, remain without a diploma. International Baccalaureate sheepskin is extremely valued for their objectiveness, because in add-on to internal rating, which exposes the school instructors, the pupil receives and external appraisal, which exhibited abroad tester One trial centre in the UK International Baccalaureate – a cosmopolitan plan, which incorporated all the mostA the best that exists in school instruction in different countries. This is a cosmopolitan linguistic communication that is apprehensible to about any university or college.

Decision

Education and life of the twenty-first Century in an interdependent and globalized universe require an ability to believe critically and creatively, to hold an internationally orientated belief – is that pupils learn to understand the International Baccalaureate Program ( IB ) , and it is unfastened to any pupil who wishes to have IB Diploma or Certificate.

Campaigners for the IB Diploma in the last two old ages of high school take six IB classes. And besides they must run into the demands of IB CORE, which include: Theory of Knowledge class, an drawn-out essay of 4,000 words, and the testing of 150 hours of preparation services throughout the ( CAS ) .

Extended essays in the doctrine ever give pupils a chance to look into the philosophical subjects of their interest. Students are invited to believe creatively, develop and larn in a disciplined and originative manner of specific philosophical inquiry, it is appropriate to this issue and come to a clear conclusion.A Chosen subject can be supported, for illustration, work done in category to current events on issues associating to modern-day argument, treatment, single reading and / or contemplation, or conceptual characteristics of belief systems that have non antecedently encountered by the pupil.

As the distribution of the plan IB Diploma have come to acknowledge the taking universities in the world. Now in the USA, Canada, Ireland, Great Britain, Belgium, France, Norway, Sweden, and some other states, pupils with such attestations shall take into universities without entryway examinations.

Today Programme International Baccalaureate can learn from school in 100 countries. The fastest turning figure of schools in the U.S. As a regulation, in all state’s schools, practicians trained in this theoretical account, are among the best. This means that the degree of secondary instruction provided in schools IB, above the national standard.

? Running Header: Culturally Inclusive Classroom Final Reflection on Personal Growth and My Plan for a Culturally Inclusive Classroom Anna Novak July 27, 2009 EDUC 5173. 01 Dr. Gina Anderson Texas Woman’s University Final Reflection on Personal Growth and My Plan for a Culturally Inclusive Classroom When I first began this semester I thought I had a clear definition of what diversity was and what areas it encompassed. I believed that the term diversity corresponded with issues of race, religion and ethnicity.

However, the discussion board assignments and the detailed chapter readings assigned throughout the semester soon broadened my understanding and notion of exactly what encompasses the term diversity. The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.

It is the exploration of these differences in a safe, positive, and nurturing environment. It is about understanding each other and moving beyond simple tolerance to embracing and celebrating the rich dimensions of diversity contained within each individual. This is one of the fundamental concepts I learned from participating in this course. When I first began my journey in this class I had no idea the impact it would have on me and shaping my philosophy as a teacher. I initially considered this a “breeze” through course, believing that I had a firm understanding of diversity, and how to address it within the classroom.

However, I soon learned that there was much I did not know about the levels of diversity, and how hard it would be to create an effective and practical diversity rich classroom. When I began this course and realized that several of my classmates were actual teachers or had some form of teaching experience, I immediately felt as though I was at a sort of disadvantage. I have personally never conducted a classroom, and have no practical experience. However, I soon realized that what I lacked in practical experience, I made up for with personal life experiences.

I learned that being a child of military parents and the different locations I had lived throughout my life had given me a unique ability to see view points and issues from completely different perspectives. In fact, I think having never taught a class before presented its own advantages. One of the major ones was that I had the ability to process and assess all of the various ideas and theories that were discussed in depth in this course and apply them to my ever growing “teaching philosophy. I feel that this course, more so than any of my practical based courses, has allowed me to not only grow professionally, but as an individual as well. I am a better person because of this course, and I think its impact will be extremely beneficial to my future students. Before I discuss how I plan to conduct my own culturally inclusive classroom I feel that there is an important initial step that I as a future educator, and all educators need to take.

Through all of our discussions and assigned readings I learned that there are a multitude of different variables involved in creating a cultural classroom and that it is rather easy to get sidetracked or bogged down in subject matter. However, one of the most important aspects I took away from all the readings, and one that I am sure many of us overlook, is the need for self reflection and evaluation, especially in the area concerning our own personal prejudices and beliefs.

It is impossible to expect cultural understanding and respect from our students, if we as teachers and role models allow our own limitations are constantly undermining the process ( that whole “do as I say not as I do” philosophy will not cut it in the classroom). Teachers should mediate cross-cultural adaptations and they can do this only when they come out of their own cultural shell and alter their perception of others. As an educator this key step must first occur before I can even begin to think about creating a culturally inclusive classroom experience.

Respecting and Valuing Diversity Throughout my teaching career I hope to instill in my students a sense of appreciation, understanding, and respect for different cultures and backgrounds. I want them to realize that each of them is uniquely different, yet surprisingly similar at the same time. As an educator I want everyone of my students to leave my class feeling a sense of pride for who they are and where they come from, no one should ever be ashamed of their background. However, to aid my students in this I will first need to know more about them, their parents, and their background.

When the school year began one of the first things I would have my students do would be to share a little about themselves with the rest of the class. This would be a great way for not only myself to get to know them, but their peers as well. However, it is only fair that I extend the same courtesy to them as well. I would give them a little insight into my own culture and background, as well as some basic information. I would even allow them to ask me several questions pertaining to myself, as long as they do not cross any ethical threshold.

So as to build my understanding and knowledge about my students and their background I would give them several forms and information sheets to take home along with their syllabus. One form would be a more form with more detailed questions about themselves, their parents, their concerns, and what they feel is their learning style. The other form will actually be a letter from me to their parents highlighting who I am, my experience, what I am expecting from their child, and how they may get in contact with me.

Attached to this letter will be a form asking the parent or guardian to please set up a time to meet with me personally so we can formally meet and so they can discuss any concerns, issues, or anything else they think I should know. Creating an atmosphere of tolerance, acceptance, and caring would involve the whole class. When cultural differences cause problems it should be addressed as a group. The children need to be aware that it is okay to be different from others. By bringing the differences out in the open, it will open the minds of those students not yet exposed to cultural ifferences. I am a strong believer in a cooperative and open classroom, and I think students benefit form an education that they themselves are actively constructing and participating in. I think opening up a discussion on the first day of class and asking them what topics they wish to learn on top of the set curriculum would be extremely beneficial. Physical Arrangement of Classroom In terms of the overall look and arrangement of the classroom, I am not particularly set. I believe that the room should be decorated in such a way that it reflects the various cultures of the students .

I also believe that it needs to be aesthetically pleasing. This is one of the areas where I feel the students should have some say. While as a history teacher I will need to have maps, and important historical dates and people displayed throughout the classroom, I think allowing the students to choose aspects of their own culture that they wish to have on display would not only help in presenting an open classroom, but would help expose students to different cultures. I know that most classrooms are decorated to reflect the different holidays.

However, since some of my students might not celebrate the same holidays, I would opt to set up a “holidays of the world corner. ” Here several different holidays would be depicted, and I would ask to have a student explain the origin and traditions of the holiday, that way all of the class could celebrate. As far as the seating arrangement went, it would vary depending on the lesson. For lecture, media viewing, and exams I would prefer to have a traditional row set up or table setup. However, I strongly believe in group discussion, and I think it is a great way for students to think critically about what they have learned.

For these “round-houses” I would organize the desks in a circular patters. Rosenfield, Lambert, & Black (1985) in their research state that “circles and squares indicate an open, sharing classroom. Students must face one another and cannot hide. Thus ensuring that their input will be heard” (103). However, their will be assigned seating, and when the time comes, assigned groups. Controlling who they sit with will broaden their exposure to different cultures. Additionally, I would utilize the jigsaw cooperative learning style within my classroom.

According to Brown and Kysilka (2002) “students need regular and positive experiences with as many types of diversity as possible. Such experiences, with the guidance of the teacher, will help them to develop the lifelong skills needed to be a proactive citizen in the global society” (p. 17). This method would allow for the greatest exchange of ideas and respect the value of diversity within our classroom. Communication Communication is extremely important when it comes to learning, respecting and valuing cultural diversity.

I want my students to know and realize that I fully intend for their parents to be able to participate in their learning experience. Throughout the semester I will provide parents with various newsletters and emails concerning upcoming events, the child’s progress, and how they can be involved. I will also allow both parents and students to set up any individual meetings if they so wish. I also want them to realize that I do care and want to know more about them, and I want them to feel as though they have some input into how the class is ran and organized.

Powell and Caseau (2004) argue that in order for students to be successful they need to “feel that someone cares whether or not they succeed”. Furthermore Teachers need to “encourage all students to perform to their potential regardless of their culture” (65). However, Communication is not only what is spoken, it is also what is implied with nonverbal communication. I need to be fully aware that different cultures view forms of nonverbal communication such as eye contact, touching, facial gestures, and hand gestures differently. Curriculum

One of the great joys of teaching history is that it allows for in-depth discussion and study of several different cultures and people throughout different period of time. Since my subject area is history and while I will be required to spend a great deal of time discussing the classical histories, such as Greece, Rome, England, and such, I would like to supplement my lesson plans with discussions on what other civilizations and cultures were experiencing at the same time, what advances were occurring, and how other cultures directly affected the birth of our own.

To allow the students to further their own understanding about different cultures and provide for multicultural study I would like to have my students research a different civilization or culture and report on what was transpiring within their community at a pre chosen time. This will allow students to understand that other cultures and civilizations were still advancing and thriving during the emergence of our own. History is all connected. I also fully intend to introduce the oral history project that I created during this course.

This will give students a first hand look at different cultures and will give them a chance to confront their own prejudices. Hopefully this assignment will aid in crumbling the stereotypes these students have concerning other groups, and will allow them to grow personally. Another key to developing a working classroom environment is to understand that a teacher needs to know what it is that they are trying to convey to their students (what they want to teach) and, and how they want to that (how they will teach).

Since the times and the technology are advancing teachers need to constantly “update” their lessons, how they approach the lesson, and even what they know about the material. According to Morrison (2006) becoming an educator literally means becoming “a life long learner. In theory, the what you want to teach aspect is pretty straightforward, it is the how you teach it that is a little more complicated” ( 143). Not every child learns the same way as everybody. I believe that I need to be conscious of this and develop lessons and activities that present the same information, just in different ways.

Instead of using the traditional lecture and note taking method, maybe I should use maps, charts, power point, video, audio, and hands on activities to ensure that each learning style is being addressed. This will ensure that none of my students are left behind. Assessment Assessment is a huge issue in today’s schools. While I agree that teachers need away to determine what level of understanding a student is at, and whether they have retained the information, I feel that there are several different ways to go about assessing.

One of the major ways is through exams. While traditional multiple choice and true/false measure retention, I feel that short answer and essay exams help determine what concepts the student actually grasps, and shows different levels of critical and abstract thinking. Thinking (Boud & Feletti, 1997). I am also a fan of oral assessment. This is where I call upon a student in class to answer several questions pertaining to the current topic and I evaluate their response.

This does not mean that I am always looking for the right answer, or what I perceive to be the right answer. If the student can fluently present their argument and use exerts from the reading or past discussions to support their claim then it must be taken into consideration and it also proves they are fully involved and is advancing. However, I will of course have to explain to my students that the standardized tests are looking for specific answers, and that they will be expected to know the “traditional” answers for this purpose.

Another means of assessment is derived from the culturally inclusive lesson plan I created for this course. This major project, and others like it, are great ways of determining where your students are developmentally and grade level wise. Group projects and other team assignments are also forms of assessment. It is imperative that I utilize various means of assessment to ensure that the different learning styles of my students are addressed, and to ensure that I am not putting one group of students at a greater disadvantage/advantage over another. Conclusion

While I am by no means fully prepared to or sure how to make a diversity enriched classroom environment, I do believe that I am on the right path. I know that I want my students to feel safe and secure in my classroom , and feel as though they can express who they really are. I do not want them to feel as though I do not appreciate or care about their culture, and I want them to know that they can speak openly with me with any problems or concerns they have. Lastly, I believe that one of the most important elements of my “working philosophy” involves simply loving what you do, and having fun while doing it.

Approach each day with excitement and energy, this will make the day more enjoyable, and provide for a more welcoming environment. Students will enjoy being in your class and that will be reflected in their work. If you come to school with that excitement it is bound to rub off on someone, and the passion you bring to your subject matter will inspire your students to find the same love for it. References Boud, David & Feletti, Grahame. (1997). The Challenge of problem based learning (2nd Ed. ). London, England: Kogan Page limited. Brown, S.

C. & Kysilka, M. L. (2002). Applying multicultural and global concepts in the classroom and beyond. Boston, MA: Pearson. Morrison, G. S. (2006). Teaching in America (4th ed). Boston MA: Allyn & Bacon. Powell, Robert G. & Caseau, Dana. (2004). Classroom Communication and Diversity: Enhancing Instructional Practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. , Publisher. Rosenfield, Peter, Lambert, Nadine, & Black, Allen. (1985). Desk Arrangement effects on pupil classroom behavior. Journal of Educational Psychology, 77(1), 101-108.

The curriculum that I have chosen is the K-12 Physical Education curriculum of a school in the United States. The strengths and weaknesses of the curriculum were assessed and are explained below. Besides this, recommendations are also provided for improving the physical education curriculum of the school. Strengths and weaknesses of the school physical education program .The school-community environment was examined and the quality of the environment was considered to be moderately strong.

The awareness of the mission/philosophy statement of the school is strong, but the classroom instruction does not seem to be integrated with the mission/philosophy statement of the school. The curriculum should be integrated to help the “students see and make the connections between and among subjects” (ETIM, 2005). The school environment is strong. There is general concern among the staff for the welfare of the students but more should be done to strengthen the student assistance program to help students at risk right from the elementary level.

Students who have motor and fitness requirements besides emotional and other special needs are considered as at-risk students. There is strong recognition of student achievements but there is lesser recognition for the achievements of teachers and administrators. There is a need for recognizing quality teaching and this is one area where there is scope for a lot of improvement. Parent involvement is very strong and there is enough opportunities for parents to be involved in the activities of their wards.

But there is scope for improvement in this area too, because getting parent input on their ward’s development in a frequent and systematic manner. This is required especially in the school’s curriculum, recognition and evaluation areas. There is scope for improvement in the communication and evaluation categories. The quality of communication needs to be improved especially at the elementary, middle and high school levels. The communication between classroom teachers and the physical education instructor needs to be improved.

An effective communication program that highlights the activities and achievements of the physical education program is very much needed to gain much needed support for the physical education program. The goals and objectives of the school physical education program needs to be clear and as such it should improved. A clear program and instruction objectives is necessary to organize, implement and evaluate the quality of the K-12 program. If the goals and objectives of the chool physical education program are clear then designing high-quality instructional material and its evaluation becomes much easier. Also, the reports of the evaluation can be sent to the students, parents and others who are keenly involved in the development of the physical education program. There is also a need to implement, monitor and refine the school physical education curriculum to make it consistent with the resources available within the community.

This is needed to eliminate redundancy and to promote a K-12 program that supports sequential learning. The secondary physical education service for students with special needs is very strong in the school overall, but there is scope for improvement of this service at the elementary school level. The quality of physical education for special students has to be improved at the elementary school level. There is scope for improvement of the program evaluation, implementation and dissemination needs for the K-12 physical education program in the school.

Staff should concentrate more on improving the physical education program in the school because “ a quality physical education program focuses on physical development, while integrating emotional, social and intellectual components” (Klungseth, 2009). Classroom instruction and class management are moderately strong but it should be improved to the level that it becomes absolutely strong. Currently, classroom instruction and class management are negatively impacted by the size of the class, the bigger the class the poorer the classroom instruction and class management, this situation should change.

The certification process for physical education instructors should be tightened especially for activities that are considered high-risk activities. Also, the variance in qualification should be reduced for staff members in the school and it should be effectively streamlined. Staff development programs should be improved and there should be periodic evaluation of the staff. There should be involvement of the physical education director in monitoring physical education instruction, and there should be a clear role for a physical education coordinator.

Information for garnering support for the physical education program should be provided to administrators by the physical education staff. The physical education facilities need to be upgraded. Currently they appear to be outdated, over-utilized and poorly maintained. Inadequate facilities can lead to injuries and poor physical education instruction. If facilities are inadequate then larger classes would thoroughly expose this problem. Poor facilities are the cause of less funds and decreased student enrollment.

Student records in the physical education planning process needs to be automated. Currently the availability of equipment for this purpose is reasonably strong along with the availability of equipment for safety and medical records categories. Safety should be a top priority issue for the school, emergency action plans have to be drawn up with emergency first aid kit, telephones and supplies being made available at each teaching station. Teachers should be provided with student health information so that students are not put at risk by the physical education regimen.

There is a need to improve the safety practices at the school that reduces risk to the well-being of students. Recommendations to improve the school physical education program The safety practices at the school needs to be improved, the safety practices should “recognize the risk and safety factors associated with regular participation in physical activity” (Griffey, Housener, 2007). There should be emergency action plans, telephones and first aid kit installed at all teaching stations. The process for getting student medical and health records should be improved.

Staff development programs should be put in place especially in areas where there is need to improve safety practices. Proper processes and procedures should be developed for continuous evaluation of the physical education program. The program evaluation should lead to a proper assessment of the specified objectives of the program. The physical education program has to be implemented fully at all grade levels and to this extent additional physical education teachers need to be hired. Also, the standards set by the National Association for Sport and Physical Education (NASPE) should be implemented in the school.

The NASPE standards “inform the teachers of the primary outcomes to be achieved in physical education at each grade level” (Lund, Tannehill, 2010) The goals and objectives of the physical education program needs to be implemented through the design of a curriculum framework. The framework should state the goals and objectives clearly and speak about the role of a comprehensive physical education program, besides, the program content should be matched with the local resources and prioritized based on the objectives of the program and the importance of the program content.

Also, the program content should be in synchronization with the K-12 curriculum. The physical education program results should be summarized and provided as feedback to all stakeholders concerned besides this, adequate funds should be obtained for creating physical education facilities and for the purchase of equipment to be used at the facilities to enable the smooth implementation of the physical education program. Committees should be formed to monitor the implementation of the physical education program and to suggest and implement improvements where ever needed in the physical education program.

References

1. ETIM, J. 2005. CURRICULUM INTEGRATION K-12 – THEORY AND PRACTICE. University Press of America, Maryland. Griffey D. C. , Housener L. D. 2007. Designing effective instructional tasks for physical education and sports. Human Kinetics.
2. Klungseth S. 2009. A comparison between public elementary physical education programs in South Dakota and the STARS criteria for high quality physical education programs. ProQuest LLC. Eisenhower Parkway, Ann Arbor, MI. Lund J, Tannehill D. 2010. Standards-Based Physical Education Curriculum. Jones and Bartlett Publishers, LLC, MA 0 1776, USA.