Guide to System Leaders
The System Leaders (shortened as “Leaders”)are the last-but-not-least entities who are responsible for the direction and success of the programs; all other stakeholders including School Boards and the Academic Department take responsibility for reporting to the system leaders.
In the context of Vinschool, “system leaders” refer to the CEO, DCEO, or Director of the education sector – depending on the temporary responsibility division in the system. The duties of the system leaders mainly consist of:
- understanding the design and requirements of the ESL program;
- directing and approving principles of management, ensuring professional focus is always prioritized;
- orienting the road map to upgrade the levels of the ESL implementation team.
Understand the design and requirements of the ESL program
In an endeavor to promote a remarkable development of the ESL program at Vinschool, the entire management system must coordinate smoothly throughout the implementation process. Therefore, Leaders must have a firm grasp of the principles, designs, task checklists, and the division of responsibilities. Only with a thorough understanding of this information can leaders design effective top-down management regulations, achieve consistency with subordinates' job requirements, and create favorable conditions for successful implementation.
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Prioritize professional focuses in management
To be able to effectively manage the implementation of a program in a large system like Vinschool, all information, discussions and reports must revolve around some professional focus, to avoid getting preoccupied with obvious operational details or fruitless reviews.
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Differentiation at Vinschool
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Scaffolding
Scaffolding, a metaphor to describe the process of learning support that enables learners to go beyond what they are initially able to do, can be a key component of successful differentiation.
Guidelines for Implementing ScaffoldingThe following points can be used as guidelines when implementing instructional scaffolding (adapted from Hogan and Pressley, 1997).
(Adapted from Northern Illinois University) |
Group work
Teachers should employ variety in their classrooms, using a mixture of whole-class instruction, one-to-one work, small group work and peer tutoring. Group work is suggested by many as a good way to differentiate as learners working in groups are able to create knowledge with their peers, help each other to learn, use discussion and apportion tasks based on the relative strengths of the group.
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Group work
Teachers should employ variety in their classrooms, using a mixture of whole-class instruction, one-to-one work, small group work and peer tutoring. Group work is suggested by many as a good way to differentiate as learners working in groups are able to create knowledge with their peers, help each other to learn, use discussion and apportion tasks based on the relative strengths of the group.
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Group work
Teachers should employ variety in their classrooms, using a mixture of whole-class instruction, one-to-one work, small group work and peer tutoring. Group work is suggested by many as a good way to differentiate as learners working in groups are able to create knowledge with their peers, help each other to learn, use discussion and apportion tasks based on the relative strengths of the group.
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