Campus Improvement Plan

Campus Improvement Plan
Student’s Name
Institution
Curriculum Assessment
Curriculum assessment is an essential pillar in improving learning as it brings together all the stakeholders in the education sector. For the students to fully benefit from curriculum assessment, it is essential to collect and analyze reliable information from all the relevant sources. Some of the problems affecting curriculum assessment are lack of understanding and poor implementation strategies among the educators. Besides, insufficient data and poor analytics have crippled the process of the curriculum assessment in colleges. There is lack of clear goals, which lowers the effectiveness of curriculum assessment. It is paramount for collaboration, effective decision-making process and teacher-student relationship to ensure curriculum assessment contributes to the learning.
The data applied in curriculum assessment is gathered from multiple sources and it, therefore, requires collaboration among such parties as learners, specialists and students in the education sector (Goodman & Wittenstein, 2003). In this case, the administrators and educators should forge a healthy working relationship to ensure there is a wholesome improvement in education delivery. The educators should also come together and deliberate on areas that need improvement to ensure there is students’ continued improvement. Notably, the collaboration among the stakeholders in education will promote the free flow of relevant information from all the diversified parties.

It also ensures there is unity of purpose in improving the welfare of the learners in colleges.
Curriculum assessment is based on the effectiveness of decision made by administrators in the education sector. On the other hand, quality decisions must be supported by timely and accurate data analysis. Ultimately, the educators will be integrated Response to Intervention (RTI). In solving the issues affecting the learning process. The proposed changes in the curriculum must be evidence-based to ensure they meet the needs of the learners and prepare students to attend to real-world problems. The data collected from the learners should be used in making decisions to improve instructional revisions (Mertler, 2014). Hence, the issues in the curriculum should be addressed by applying both data analysis and quality decisions that will have short term and long term impacts on learning.
The objective of curriculum assessment is to improve the learning environment, enhance teachers’ delivery and ensure students’ performance. Such goals can only be met in an environment that fosters student-teacher relationships. Hence, the plan will focus on developing an interactive learning environment that will bridge the distance between the learners and the educators. One way of improving the teacher-student relationship is developing programs that focus on the needs of individual students. Besides, the evaluation process is also an essential tool to promote effective interaction between the learners and the educators. The result of methods that focus on the learners and teachers is general improvement among the students. It also allows the teachers to anticipate the areas that need more attention. The teachers can also identify the students that need personal assistance and guidance.
An effective plan requires specific goals and anticipated results that connects all the players in the education sectors. Thus, the plan on curriculum assessment will entail bringing together the administrators, educators, parents, and students. Such an approach is result-oriented as it focuses on all areas that affect the welfare of the learners in college. The plan will also take into account the information on indicators and measures of performance provided by district administrators. Notably, engaging the administrators ensures there is an alignment of goals and collaboration necessary to improve students’ performance. As an administrator, I will focus on integrating data and open communication to ensure curriculum assessment contributes to the development of learners.
References
Goodman, S. A., & Wittenstein, S. H. (2003). Collaborative assessment: Working with students who are blind or visually impaired, including those with additional disabilities. New York, N.Y: AFB Press.
Mertler, C. A. (2014). The data-driven classroom: How do I use student data to improve my instruction?.