Wisconsin Council of Religious Schools and Independent Schools-Guidance document
This is a 13-page educator’s policy document that contains policy guidance for new educators in educational institutions. It stipulates the standards required for new educators in areas such as orientation and mentoring among many others. This document is extremely easy to read and understand its content; especially because its structure is simple and precise. All the main topics are clearly numbered with their corresponding subtopics highlighted. The opening remarks on the document have pointed out the objective coherently, hence making it easier for you to understand what is entailed in the whole document. The standards have been organized according to their contents, with the required actions clearly indicated (Wisconsin Council of Religious Schools and Independent Schools, 2010).
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Wisconsin’s Model Academic Standards for Technology Education
This is a 26 pages achievement standards document. The document is very comprehensive and easy for you to understand. It contains some well-defined goals that should be pursued to improve education, and in particular the technological field. As a teacher, you will find this document very resourceful since it is highly detailed and well structured. To navigate through the page, you just need to move the scroll, either upwards or downwards; it is actually very easy to browse through the pages. Apparently, the document has strongly described and emphasized the must achieve requirements and the objectives (Fortier, 1998).
Emergency Nursing Services in Wisconsin Schools
This 15-page document contains state laws that are concerned with emergency and health issues in public schools. It is essentially a very critical document that contains issues that you need to understand as a teacher in a public school. By reading this document, you will understand the nursing policies and protocols as stipulated by the state laws. The introductory remarks together with the outline make it very easy for you to study the document. You only need to scroll along, while navigating different sections and pages. Consistent numbering makes it relatively easier for you to follow the document. Standards that have commonalities are grouped together to form a particular section (Wisconsin Department of Public Instruction, 2009).
Similarities of the documents
All three documents relate to standards that are intended to be followed in different educational institutions. They are generally discussing requirements, which when followed by the concerned parties, the objectives of the education can be met more effectively. In addition, all the documents are structured and grouped according to the content. Different sections that contain common information are grouped together. These sections are numbered coherently, with sections and subsections clearly differentiated. Also, noticeably set out in all the documents is their particular objectives.
Differences in the documents
Although all the documents are describing some form of standards, they also differ in some aspects. The first document is only targeted at independent and religious schools. On the other hand, the second applies to all schools while the third document applies to only public schools. While the second document mainly applies to technology education in educational institutions, the first and the third documents are more general as they do not target any subject. The first document is generally written for new educators while the second and third documents do not differentiate the level of users.
How the documents support the educational process
All three documents contain standards, which when followed; the educational process can be steered forward. First, the first documents which stipulated some standards for new educators are very critical if educators are to help the students achieve their educational goals. If followed, the educators can be able to give quality support to the students. It makes it possible for them to identify the best methods of preparing the students to become more productive and successful in their careers. Second, the second document spells out the achievement requirements for a successful educational process; particularly in the area of technology. These standards ensure that the teachers and other education support teams follow an all-around and effective curriculum program, which can help the students get the best out of education. Third, the third document contains some essential policies which particularly assist the new educators to be attuned to their professions more easily and effectively. These policies are imperative, especially in ensuring that educators become aware of what is required of them in the shortest time possible.
Three ways a teacher would use these documents to enhance student learning.
- The new educators can read the first document, so that they can know what is expected of them as they start their career in teaching. This ensures that they are well prepared for their tasks. They will also become aware of their obligations, in regard to student learning, hence improving their services. (Wisconsin Council of Religious Schools and Independent Schools, 2010).
- The second document is actually very important while setting the curriculum goals. By following its requirement, teachers can be able to strike a good balance in what they teach in technological subjects. They can actually be able to formulate effective programs to ensure they use more productive teaching methods (Fortier, 1998).
- The teachers can use the third document to identify the critical areas that should be taught during sex education. Furthermore, this document puts more emphasis on sex education; hence the teachers are likely to give it the weight that it deserves (Wisconsin Department of Public Instruction, 2009).
- Fortier, D.J. (1998). Wisconsin’s Model Academic Standards for Technology Education. Madison: Wisconsin Department of Public Instruction.
- Wisconsin Council of Religious Schools and Independent Schools (2010). Guidance Document on pp. 1-34. Web.
- Wisconsin Department of Public Instruction (2009). Emergency Nursing Services In Wisconsin Schools.