Vision and mission statements, including goals and objectives, and policies for the use of technology.
School, District, organization Overview (i.e., district & school technology goals and plans) and School Overview
Methods (how you will acquire the information and from whom)
Results (answer the all of the following questions, adapting your responses to the methods you choose)
Are teachers proficient in the use of technology in the teaching/learning environment?
Are students proficient in the use of technology in the teaching/learning environment?
How do Administrators and Support Staff use technology to support school management?
How is technology integrated into the teaching/learning environment?
How are technology proficiencies and measures incorporated into teaching and learning standards?
How are technology proficiencies and measures incorporated into student assessment?
Is technology incorporated into administrative processes?
Is technology proficiency integrated into the evaluation of instructional and administrative staff?
Recommendations
A Mission Statement explains the company’s business, objectives, and strategy for achieving those objectives. A Vision Statement describes the company’s desired future status. Mission and Vision Statement elements are frequently combined to offer a statement of the company’s purposes, goals, and values. However, the two names are occasionally used interchangeably. Senior management will typically write the company’s overall Mission and Vision Statements. Other managers at various levels may draft statements for their respective divisions or business units. Managers are required to:However, the two terms are occasionally used interchangeably. Mission and vision statements, along with strategic planning, are among the most extensively used tools and routinely rank above average in satisfaction.
here Coleridge saw veneration for the monarchy, Chartist publications worked to uncover subversive undercurrents of disapproval. In ‘CHARTISM FROM THE POETS’, selective quotation from H5 suggest an alternative re-reading of the play which privileges and extends potentially subversive moments (Northern Star, 06/07/1840: 7). Andrew Murphy has commented that this method had the effect of ‘flattening’ the text, losing ‘the highly textured ambiguity of the original’ (2008: 140). Although they certainly remove ambiguity, I would suggest that, to borrow Michel de Certeau’s expression, it is an act of ‘poaching’, the reader travelling ‘across fields they did not write’ (2011: 174). The radical reader takes the plays, ‘combines their fragments, and creates something un-known in the space organized by their capacity for allowing an indefinite plurality of meanings’ (de Certeau, 2011: 169). More than a flattening, it is a self-conscious act of dissection, quite literally combining fragments to support a preconceived idea of Shakespeare as a poet of the people. Act 4, Scene 1 of H5 is quoted alongside notoriously political writers: John Milton, James Thomson, and Charles Churchill. The Chartists only quote King Henry when he disguises himself as one of his soldiers to hear more candidly what his soldiers think of his decision to take the country to war against France. Henry emphasises the lack of genuine difference between himself and his soldiers to defend himself against Williams’s criticisms: ‘The King is but a man, as I am; the violet smells to him as it doth to me”’(4.1.97). In its context, the line is defending the King by highlighting his vulnerability; out of context, it echoes the reformers questioning why ‘A man, fallible and erring as ourselves, is invested with hereditary powers… apt to forget that he is but a poor perishing wreck of humanity’ (‘The Politics of Poets. No. II’, Chartist Circular, 25/07/1840: 178). Though Henry is emphasising a fraternal relationship between the King and his soldiers, the statement in a Chartist context instead critiques the uneven dynamic that kingship necessitates.
The scene itself, in which Henry’s soldiers criticise his authority and motives, is structured to prompt Henry’s subsequent soliloquy on the emotional burden placed upon him, being ‘but a man’, by the crown. As Thomas Cartelli has observed, rather than working to ‘cancel or, at least, qualify’ the artificial divisions that ceremony enforces between men, this speech ‘eventuates in the king’s reconsecration of the same hierarchical ideology to which, he would lead us to believe, he is himself royally subjected’ (1986: 7). The lines therefore prompt Henry’s deconstruction, reaffirmation, and privileging of his royal burden, with the institution of monarchy interrogated but accepted. Instead of including Henry’s reflections on ceremony at