If we consider our school a business, then the progress or academic success of students is our product. There is a system by which an ESL student can move up levels, then into Adult Basic Education or the GED/HSE (High School Equivalency) program, then on to college or employment. Of course, not all students will follow this track for a variety of reasons. But, for those who do, it is important that we align strategic objectives. Through our PLCs, we are solidifying student exit level requirements. These requirements should be uniform per ESL Level and easily understood by students. Sharing expectations and what is needed to progress for each class/program, will help students be more in charge of their learning. In any BA, it is important to have a plan and understand how the cogs work together to produce the desired results. According to student feedback, students are not always aware of what is required to move up to the next class. It would be useful to have illustrated flowcharts that explain the process for students and instructors. There are already flowcharts for the GED or HSE paths. But, similar flowcharts are not in place specifically for the ESL students. For increased clarity, we should also translate them into our two largest language groups: Arabic and Spanish. Business architecture is defined as "a blueprint of the enterprise that provides a common understanding of the organization and is used to align strategic objectives and tactical demands." Business Architecture encompasses the what, who, how, when and why of the agency’s business and describes the agency’s strategic business intent (its vision, mission, goals and strategies)... (EEA Guidebook, 2014) In this case, there are some gaps in the business architecture, but they can be corrected by laying out goals which align with the Mission/Vision statements. Looking at this example, I understand that there are gaps that need to be addressed. If the current business architecture is not clear, it affects the entire organization. In this instance, communication tools (class expectations, exit level requirements, and flowcharts) are lacking. These items will help direct students and motivate achievement. Positive student achievement will reflect in the school benchmark data, which would in turn bring in more funding. It is clear to me that a weak business architecture prevents a business from reaching its fullest potential. On the other hand, if a strong business architecture is developed, the school or business will thrive. Resources: Education Enterprise Architecture Guidebook. (2014, March). Retrieved February 7, 2016, from http://www2.ed.gov/about/inits/ed/implementation-support-unit/tech-assist/education-architecture-guidebook.pdf (n.d.). Retrieved February 7, 2016, from https://en.wikipedia.org/wiki/Business_architecture
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AuthorPassionate Adult ESL Instructor and TOSA at Grossmont Adult School. Former Adjunct at San Diego Community College District. Seeking the best ways to utilize technology in the classroom and in professional life. Archives
April 2016
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