Task 3 - Collaborative Activity 2

Tutor: Claudia Yuliana Ramirez

Students:

Harnel Pena

Manuel Calderón

Sandra Marín

Elvis Tabares

Group: 551030_30

Universidad Nacional Abierta y a Distancia UNAD

Escuela de Ciencias de la Educación

Course: Educational Management 551030_30

Medellin 28/Nov/2019
Development Plan Design

“The overall importance of pupil attitude and motivation and the need to have

high life expectations”

According to this situation, we want to start a School Development Plan based

on the processes that Hargreaves and Hopkins proposed, and taking into account that

SPD is accomplished through initiation, familiarization, and embedding.

The improvement of the above situation will be accomplished through the following

processes:

Audit – Where are we?

We want to start with the Audit process and how it will be carried out in order

to design a school improvement process that will reinforce students’ attitudes and

motivation. Therefore, we need to analyze what the strengths and weaknesses of the

school are so that we can assess its needs. With this development plan, we try to

improve students’ attitudes, motivation and the need to have high life expectations. It

is true we live in a society where education has its issues, children and teenagers are

the most affected due to their economic status and lack of opportunities. As a result of
this, the attitude of students towards education tends to be negative because this one

does not fulfill their real needs and expectations. This causes motivation to decrease

which is observed in the poor educational process of some students. When a

classroom is full of learning difficulties and methods to solve this problem are not

applied by the teachers or even the institution, the life expectations of learners

become low. Here is where I start the audit process so there is an improvement plan

for this institution where students will be able to work on their own life projects. It is

important to build confidence among them and their skills so that they get involved in

their learning process in an active way. They need to know what they learn every day

at school will be fundamental for their development in society. The aim of this plan is

to raise levels of motivation and expectations. Not only in students but also in school

staff and others. For this, the school must set its priorities in order to accomplish its

needs. Hargreaves and Hopkins (1991) recommend that, for each year of the

development plan, each of the priorities of the plan should be turned into a set of

detailed action plans (Cited in Bush and Coleman, 2000).

The institution must create a list of meaningful activities that will be done

during a term in which improvement is going to be evaluated through the positive

effects of this development plan.

 During this process, families are going to be included. We need to cause a big

impact on the motivation of students that will be reflected in their daily lives where

life expectations get higher and higher because the change will be also noticeable in

teachers and their motivation to bring meaningful learning experiences.

To conclude, starting the audit process is the key to analyze the positive and

negative aspects of the school because the idea is to change not only students’

expectations but also teachers’. It is our duty to make the difference inside the school

so that students will achieve the competencies they need to have an excellent

development in society.

Construction – What changes do we need to make?

What to do?

Plan a method, within the classroom to motivate the student to follow a life

plan to achieve in the future.

How to do it?
 Idealize strategies that allow us to formulate a motivation in the student,

according to what is proposed, it can be in a macro and microform whereas teachers

we would observe how the student is facing a subject, the course, etc.

Cards could be used at the beginning of the school year, to see the position of

the student and what challenges he will face throughout the course.

Simple questions could be implemented on the cards, such as:

 How would you like to be welcome to school?

 How do you like to be greeted or called?

 What are your strengths in school?

 How much do you relate to others?

 What scares you at school?

 When do you think it's okay to make a mistake or show that you don't know

something or how to do something?

This will make us aware of how the student's personality is and how to strengthen

those aspects that mitigate the achievement of his goal.

Then mid-cycle ... We would ask follow-up questions for example:

 When do you feel you have learned?


  How do you think teachers are behaving? Do you think that is helping you

strengthen your knowledge?

 When do you feel heard?

 When do you feel respected?

 When do you feel more secure and insecure?

 When do you feel challenged and supported?

In this way, we would implement methods that allow us to recover the confidence

and motivation of the student around cognitive development and face their situation

as a professional future.

Implementation – How shall we manage these changes over time?

At the implementation stage, what was planned and constructed must be put in

motion. Three surveys are recommended to be applied.

The surveys will be applied in the following order. In the beginning, middle,

and at the end of the school year. The surveys will be given to parents and students.

After the first survey is applied, a panel of coordinators will get together to analyze

the results. Then, areas for attitude improvement are identified.

 There will be two strategies to be implemented in order to boost the students’

attitude towards those areas identified. The first strategy is to recruit professional

individuals who are from the same context as the students and use English at work

every day. Have those individuals give talks to the students so they can see with their

own eyes that it is possible to be like those individuals talking to them. The second

strategy to be put in motion by the panel of coordinators is device campaigns aimed

at changing the attitude towards those areas identified. These campaigns can take

many forms. They can be on social media, they can be implemented in the

classrooms, and maybe come up with an app or a video game.

When the second survey is applied, the coordinator’s panel will convene again

to analyze the results. Next, the panel will determine what strategies need to be

changed or tweaked, and what strategies were successful and stick to those. Any

changes necessary will be made.

Finally, the last survey is applied before the end of the year with enough time

to analyze and evaluate the results. The panel will report the findings to relevant staff.

The next year, the panel will reconvene again with a fresh and rested mind to start the

process all over again.

Evaluation – How shall we know whether our management of change has been

successful?

In recent years’ teachers have become experts at development planning and

strategic management can be seen as an attempt to insert a rational model into the

frequently disordered and fluctuating circumstances that school finds themselves. If

such a change does not lead to sustained improvement that helps pupils and staff, the

innovation has not only failed in its targets and goals. it has also caused a great deal

of distress for no reason. the best models of change integrate these issues of

complexity, moral purpose and the need for sustained and embedded improvement by

suggesting that organizational change in school based on a number of key factor that

include engagement of parents and community resources, access to new ideas,

professional community, internalizing responsibility for change and strategic

educational planning (Neil Burton, 2014). Practitioner research can provide a

formidable toolkit for analyzing the complex social situation that obtains in the

classroom in order to influence school strategy and target-setting.

References

Bush, T., & Coleman, M. (2000). Leadership and Strategic Management in

Education. London: SAGE Publications Ltd. Retrieved from

http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=e000xww&AN=309760&lang=es&site=ehost-live

Neil Burton, M. B. (2014). Doing your Education Research Project. Retrieved from
https://books.google.com.co