The analysis of teaching service - Essay Example

?Hamidreza Khamjani COSC6350 Written Assignment Part I and II I was not directly involved in development project myself. I could say I was involvedwith academic projects such as school project that needed SAD and the actual design and develop but also I was involve in the process of the development project since the process is not just developing a system, application, etc. but it actually begins with requirement gathering, analysis, design, coding, testing and acceptance (basically what we have also in Agile methodology as well today). I was more involved in requirement gathering and later on testing part of the process. Therefore I can say I was also involved with such project. Before I use one of the projects as an example and describe about the Work System that was used and the elements of it, I wanted to share some of experiences I’ve had with Systems Analysis and Design. First of all I should I figured out that no matter how much a system is a large or small, the theory will always work if we pay attention to them. The standards would work if you know yours system at first and also if you know what the theory is talking about; although all of these need experience as well. Having said that I believe Systems Analysis and Design is one of the most important aspects of any development project. The better the analysis the easier the development and market new products as well as identify and enter new markets with existing and new products. There are a number of considerations I have related to system analysis and design. From an overarching perspective I recognize that the systems process occurs in nearly all environments. In this way I recognize that even psychology and family relationships have been considered in terms of systems elements. Bronfenbrenner (1979, p. 34) established Ecological Systems theory as a pervading mode of examining human relationships in the home and work environment. In these regards I recognize that not only the structure of work environments, but also the individuals interacting within these environments fall within the domain of systems elements. Another major recognition I have had related to system analysis and design is the relation of systematic inputs and their workplace functionality. Indeed, Alter (2006, p. 1) indicated that one of the primary challenges of system analysis and design is ineffective design of inputs within the system. Dick & Carey (2009) indicated that the single most important factor of whether a systematic training input will be incorporated into the workplace environment is the context of that workplace. Many times in my past experience I have received training in an element that was later not directly relevant or supported in the workplace environment. Upon entering the workplace environment this systematic component was then disregarded because of ineffective structures. Ultimately, then I recognize that one of the most essential elements of systems and systematic design is ensuring that each of the components operate together in a functional and mechanistic way. Part III. For a nonprofit project I was involved in our specific work system was a high school teacher working in public education. Customers While there are not customers in the traditional sense, there are similar components. In this way there are students achieving and receiving the learning. There are parents interested in their children’s education. There are administrators and state education board members interested in ensuring the education provided reflects well on their professional competency. Finally, there are business organizations concerned with ensuring that there is an educated workforce to choose from. Products and Services The products and service are course specific. In terms of a mathematics classroom it is important that students learn algebraic functions, geometry, and potentially calculus. Additionally, they gain critical thinking and problem solving abilities. In this way the products and services are the education that is provided for the students. This information is a value entity as it can potentially be exchanged by the student for career advancement or professional gain. Work Practices Considering the need to evaluate in the teaching profession, and the fact that a system is defined by the work, the following elements must be considered : 1.Objectives of work practices must be well defined. A critical element related to this are the desired results. SAD uses models and the process of fact finding (Shelly, Gary B. and Rosenblatt, Harry J. , 150) to assess the model, modify it, and document benefits of using it. In the teaching profession, the main objective is to educate students in such a way that they learn and excel in the test results with a performance that meets the standard of the school and the regulating agencies of all schools. a.Attitude of teacher and students will facilitate the learning process. For example, teachers must display patience and wisdom in consistently motivating students to cooperate, participate, and do their very best to be diligent in studying. And students should strive to be open, obedient to instructions of the teacher, and very willing to learn. If there are problems or difficulties, students should communicate them to the teacher. And the teacher should be willing to find ways and means to resolve issues at any given time. b. Awareness of the detailed objectives, recommended process of learning, and desired results can improve the performance of students. Thus, the teacher will have to remind students about these important intangible elements. There may have to be a visual aid in the classroom to provide these reminders. 2.How to meet the objectives can be improved by the development of a work system to satisfy all the requirements of good education. a. Identify the needs and wants of students, and the corresponding problems they might have. Do I have a record to assist my memory about each student in order to serve them better? What will motivate students to strive harder in order to learn more and achieve better performance? b.Review the school requirements for the purpose of ascertaining the desired results and standards preferred by the school. The outcome of review will be important because students will have to be made aware of these and be reminded about this from time to time. c.How can a teacher facilitate the learning process of students utilizing a system to enhance their learning abilities can be made available? What might be the resources that will be needed to motivate them or to make them want to absorb more and at a faster pace? d. What would be a better method of learning that can be communicated to students? For example, would it be better for each lesson to start with questions that should be answered by the time lectures and reading are done for a specific topic? Will uploading these questions and answers up in a website make it easier for students to be guided when they start reading and reviewing their educational materials per topic? e.Pinpoint the key words, key ideas and relate them to possible student experiences. f. Require students to submit questions via email in order to have feedback about their learning about a topic. Find out what they might not be clear about. 3. The SAD model itself should serve as checklist for the teacher. But the focus, according to Shelly, Gary B. and Rosenblatt, Harry J. (108) should be the elements that improve results and not the details of the system itself. 4. The thrust of a good teacher is to get the best results in order to give the school and the students the best value for the teaching service rendered. This is a primary aim for the success of teachers, students, and the school. In any business enterprise, such an aim to arrive at results to produce value has been historically one of the key elements for success over the long term. (Blazey, M. 4). 5. There should be a self-assessment questionnaire along with the criteria that can evaluate the “Student Learning Outcomes” similar to the Baldrige Award criteria as presented by Hertz, Harry S. (24). If none, this should be developed in order to be assured of compliance with the rule on “No Child Left Behind”. This additional element can be of great value to the entire school if shared and coordinated with other teachers and the school administration. A model to show the elements of Desired Results, Desired Methods, Actually Applied Methods, Planned Improvements of Methods, New Resources to be tapped, New Policies, Self-Evaluation Questionnaire (for teachers and another for students), Feedback to Consider can serve as a daily reminder to gradually improve the system of teaching. This would also mean having to conduct a progress evaluation and performance of ongoing reflections and analysis in order to identify which method works and which ones did not end up with good results. -establish daily instructional goals -establish and administer assessments -record and direct student educational progress -meet with parents regarding student progress -ensure students meet state and national requirements -meet with administrative staff to ensure instructional methods are effective and appropriate Participants -teacher -student -administrator -state and national education officials Information -students’ entry level knowledge -students’ particular learning tendencies -course goals -real world applicability -parents’ expectations -state expectations -national expectations Technologies -instructional materials -chalkboard -dry erase board -classroom -overhead projectors -pens, pencils, paper, desks -calculators ** All of the items will be used in the Work system snapshot as well. How Theme Based Approach & Checklist Will Be Used The first part will be to select a very specific theme. In this case, the elements related to Desired Results and how these can be achieved, were added. Just for an example, Figure A. How To Improve Desired Results for Student Performance Teacher’s Initiatives Student Response Anticipated Resource Innovation At the start of each topic, disclose the questions that need to be answered. Awareness/alertness will be generated for students to find the answers from lectures and reading materials. Online posting of questions will use Internet and a Free Website that students can access. Get feedback to find out if each student understood the lesson. Require submission of assignment. Aside from awareness, all will be forced to write down what they have learned. Email submission per student. Justification For Recommended Change Results will matter at the end of each school year. It is not only what the teacher has taught but also what the students actually learned and how they are able to retain all the topics taken up. Therefore, closer attention should be given to processes that can ensure attainment of desired results in the form of high student learning achievement. Works Cited Alter, S. The Work System Method: Connecting People, Processes, and IT for Business Results. New York: Work System Press. 2006. Print Blazey, Mark L. Insights to Performance Excellence2009-2010: An Inside Look at the 2009-2010 Baldrige Award Criteria. ASQ Quality Press, April 2, 2009. Print. Bronfenbrenner, U. The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press. 1978, Print Chiang, Roger; Siau, Keng; and Hardgrave, Bill C., Ed.. System Analysis and Design: People, Processes and Projects. NY, USA: Advances in Management Series (AMIS) M.E. Sharpe Inc. 2010. Print. Dick, W. Carey, L. The Systematic Design of Instruction. New York: Pendleton Press. 2009. Print. Hertz, Harry S. Education Criteria for Performance Excellence (2009-2010): Baldrige National Quality Program. MD, USA: Diane Publishing 2010. Print. Shelly, Gary B. and Rosenblatt, Harry J. System Analysis and Design, 9th Edition. USA: Cengage Learning, 2011. Print. Read More