Educational Standards in California

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Table of Contents

Introduction
Mathematics Content Standards
Laws and Regulations
Teaching Standards
Connections between the Three Documents
Conclusion
References

Introduction

The California education system has adopted several documents that aid the state to run its education sector. The states department of education has established one of the most important ways to achieve educational goals. This way is to define the content standards for the students. In fact, the Californians have adopted different standards for each subject that students are taught. This implies that the Californian education system does not adhere to a single universal set of standards in the teaching domains. The set of the subject standards depends on several factors, but the most influencing one appears to be the overall subject rigor. As I was looking through different standards that are employed in setting the educational goals for the Californians, three documented standards have attracted my special attention. These include the mathematics contents standards, the professional teaching standards and the laws and regulations that are pertinent in the process of transferring knowledge and skills through the system (Mohan, 1986).

Mathematics Content Standards

The mathematics content standards, which were designed to help mathematics professionals in their work, defined the contents of the subject in detail. They cover the standards for learners at their primary level of learning. The set of standards consists of those for the kindergarten pupils and those students undertaking their grade twelve studies. They emphasize that every student is able to study mathematics and know it well. These standards can be regarded as more or less objective requirements for the professionals that have to deliver knowledge to the students at each level of their studies (Gass, 1994).

Laws and Regulations

Laws and regulations are another control canon that has drawn my attention. I thought the initial click would spare time for me by abolishing the meandering from one website to another. However, I have only found out that I had to drag the cursor and punch to view the Californians laws and codes, students safety and violence prevention, just like many other laws dealing with the retention of a student in the learning mainstream. After I connected myself to a point with several mouse punches, I then felt relieved from frustration by scrolling down a few pages.

Teaching Standards

California has also adopted the teaching standards for the entire system of education for the purpose of effectiveness. This appeared like a mosaic of standards. It was one of the most intriguing accounts which pose a challenge right from the beginning of the introduction, where it seemingly looked to address various teaching organizations responsibilities rather than standards (Renkema, 1993). Forty pages of paper contained standards addressing supporting and engaging the students in their studies, ensuring effectiveness, and organization of subject matter among others.

Connections between the Three Documents

Similarities

The Californians learning system maintains its educational goals through the employment of different standards. The mathematics content standards document, the laws and regulations, and the teaching standards each of these may be of great interest for a teaching professional. These three documents are meant to make the task of the tutors and teaching professionals manageable and enjoyable. First and foremost, the professionals should view these as the tool that sets boundaries for their operations. The laws and regulations are there in the teaching system to guide the teaching staff in the activities that are the most necessary for the achievement of educational goals (Omaggio, 1986). In addition, they help the educators to keep to the right moral code of conduct during their work. For instance, the laws and regulations standards declare that there should be no discrimination in the system of education. Thus, the laws prohibiting racism set to abolish the vice of discrimination in the learning systems particularly within the teaching professionals. Further, these are significant documents that help in maintaining and/or augmenting the quality of education in the learning systems. The elimination of illicit treatments in education together with the delivery of the right content in each subject helps to retain and bolster the quality of education. The improvement of grades and general academic performance are the main indicators of such requirements. Whereas teaching standards based on the developed instructions and curricula set the basis for the development of the contents, the implementation of the laws and regulations ensures that the teaching profession delivers the contents to the students or the targeted audience in a supportive way (CSTP, 1997).

Conclusion

Though there are several similarities in the reviewed documents, there are still distinguishing differences in them. As for the laws and regulations standards, it is obvious that the essence of these standards is far from being just within the educational institutions. The violation of the laws and regulations of the set standards even demands the perpetrators to be prosecuted under the U.S court; thus, it is regarded as the violation of the federal, rather than only state laws. This implies that laws and regulations standards effectively keep and maintain the learning environment. The teaching standards are just a guiding line in the profession; they help to motivate the teaching professionals, but they do not involve statements which impede and bind the professionals into legal matters. Unlike other accounts, the mathematics content standards aim at real transference of the actual learning materials which cannot be delivered without these standards.

References

Crystal, D. (1987). The Cambridge Encyclopedia of Language. Cambridge:Cambridge University Press.

CSTP (1997). California standards for the teaching profession. 2010. Web.

Gass, C., (1994). An Introductory Course. Hillsdale, N.J.: Lawrence Erlbaum Associates.

Mohan, B. (1986). Content-based Language Instruction. Reading, Mass: Addison-Wesley.

Omaggio, A. (1986). Proficiency-oriented Instruction. Boston: Heinle Publishers.

Renkema, J. (1993). Discourse Studies: An Introductory Textbook. John Benjamins Publishing Co.

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