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Medium 9781942496298

Chapter 6 Enhancing Student Success in a Culture of Continuous Improvement

Eaker, Robert Solution Tree Press ePub

The goal of continuous improvement . . . is not to simply learn a new strategy, but instead to create conditions for perpetual learning—an environment in which innovation and experimentation are viewed not as tasks to be accomplished or projects to be completed but as ways of conducting day-to-day business, forever. Furthermore, participation in this process is not reserved for those designated as leaders; rather, it is a responsibility for every member of the organization.

—Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas Many

Enhancing student success is an ongoing process that requires university leaders to create a culture of continuous improvement—a culture in which collaborative teams analyze data, seek new knowledge, and work to improve results every day. In times of rapid change, the need to develop such a culture is more important than ever, and organizations that resist change rather than adapt are doomed to eventually fail or become irrelevant.

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Medium 9781475811209

Interorganizational Collaboration in a Statewide Doctoral Program: A Lesson in the Construction of Meaning

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

JAY PAREDES SCRIBNER1

JAMES R. MACHELL2

ABSTRACT: This article explores interorganizational collaboration using case study methodology. The study examines a statewide doctoral program for the preparation of educational leaders involving several public universities in a midwestern state. Building upon a theoretical framework focused on interorganizational relations (IORs), findings clustered around three themes are reported: (1) reasons for engaging in IORs, (2) factors that enhance or constrain collaboration, and (3) evidence of collaboration. The findings advance our understanding of reasons for creating an IOR and the nature of social processes that reflect collaborative relationships that occurred within it. The results of this study may be beneficial to those who seek to engage in similar collaborative efforts.

In response to societal, economic, and pedagogical pressures for change, colleges of education and departments of educational leadership have increasingly sought to design and implement alternative formats for the preparation of educational leaders. One of those alternatives, instructional cohorts, has emerged as a popular program delivery strategy because of its effectiveness in catering to nontraditional students. This case study examines a unique cohort program in which several public universities in a midwestern state created an interorganizational program to increase student access to a high quality doctorate of education program in educational leadership.

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Medium 9781475830286

Conceptualizing Principal–Student Racial Congruence

Journal of School Leadership Rowman & Littlefield ePub

BRADLEY W. DAVIS

AMY P. LIPPA

MEGHAN LEHR

MARK A. GOODEN

TRANG V. DINH

Conceptualizing Principal–Student Racial Congruence

Address correspondence to Bradley W. Davis, PhD, College of Education, Department of Educational Leadership and Policy Studies, The University of Texas at Arlington, 701 Planetarium Place, BOX 19575, Arlington, TX 76019. E-mail: bwdavis@uta.edu.

ABSTRACT: Principal–student racial congruence exists in a school when the race of the principal matches that of the largest race group among the student population. We argue that principal–student racial congruence is a topic that has received little attention in the literature. Using Texas data, we investigate the presence of principal–student racial congruence in public schools and the varying ways it manifests across differing school contexts. We found a slim majority of public schools to be racially congruent. Although we are aware of no research basis for considering racial congruence in administrator placement practices, our analysis suggests that Texas school districts do exactly that. Further, we found the likelihood of a White principal–student match to be much higher than that of any other congruency. The implications of our findings, as well as their contribution to a larger discussion of race and school leadership, are offered in the concluding sections of the article.

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Medium 9781475815894

Transforming Work Cultures and Learning Patterns: The School-Based Management Challenge

International Journal of Educational Ref R&L Education ePub

KAROLYN J. SNYDER

Professor of Education

Director, School Management Institute

University of South Florida

Tampa, FL 33620-7750

ROBERT H. ANDERSON

President

Pedamorphosis, Inc.

Tampa, FL 33688

WILLIAM L. JOHNSON

Dean and Professor of Education

Ambassador College

Big Sandy, TX 75755

Reinventing American schooling will require of educational leaders, at the very least, new capacities to dream of better futures for their students, and to develop fresh leadership talents in others for achieving new schooling outcomes. There exists no new budgeting system, new curriculum, new law, new instructional strategy, new calendar or schedule, new union contract, new planning system, or organizational structure that has within it the certain power to transform schooling so that every student succeeds routinely. Making dramatic changes in the schooling business, as many critics are urging, will be achieved only by those who have visions of new schooling futures for all students, for out of dreams are born the energy and zeal to overhaul outdated yet cherished education structures, decision-making processes, programs, and traditions.

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Medium 9781475811513

Principal Quality, ISLLC Standards, and Student Achievement: A Virginia Study

Rowman & Littlefield Publishers ePub

WILLIAM A. OWINGS
LESLIE S. KAPLAN
JOHN NUNNERY

ABSTRACT: A significant relationship exists between principals' quality at certain grade levels and student achievement on the Virginia Standards of Learning tests. A statewide study finds principals rated higher on school leadership as measured by an Interstate School Leadership Licensure Consortium (ISLLC) Standards rubric. These schools have higher student achievement than comparable schools headed by lower rated principals controlling for socioeconomic status. Implications for increasing student achievement, developing and keeping a school achievement culture, and improving principal leadership are discussed.

Never before has America's public education relied more heavily on the nation's nearly 84,000 principals to ensure that every child achieves at high levels and meets tough new state and federal mandates. The literature, however, holds conflicting interpretations of school leadership's effect on student achievement.

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Medium 9781855759992

11. THE CHILDREN ACT 1989: IMPLICATIONS FOR THE FAMILY AND THE SCHOOL

Emilia Dowling Karnac Books ePub

Caroline Lindsey

The legal framework of our society influences and reflects the beliefs and the behaviours of its members. There are two main ways in which the Children Act can be considered as influencing the interaction of the educational system (that is, the organization of the school and the teachers within it) with the family system (that is, the children, who are the school’s pupils, their parents, siblings and extended family). First, the Act determines the ways in which concerns about children are to be dealt with and how their well-being is to be promoted. Its key principles need to be understood by professionals in the school setting, both to enable them to relate to other health and social services professionals and to serve the interests of the pupils and their families. Second, the thinking on which the Children Act is based has far-reaching implications for the educational system, both in terms of practice - how children are educated - and in terms of resources.

The Children Act 1989, implemented in October 1991, represents a major restructuring of child care legislation in England and Wales, providing a comprehensive and integrated statutory framework to ensure the welfare of children. The Act covers nearly all the law, both private and public, relating to the care and upbringing of children and the social services to be provided for them. There have been a number of important influences on the development of the Act, including Government Reports (Social Services Committee, 1984), the findings of Child Abuse Inquiries (Butler Sloss, 1988; Department of Health, 1991; Lyon and Cruz, 1990); the Law Commission’s Report on Child Care Law (1988), as well as the views of child care practitioners, research and pressure groups such as the Family Rights Group.

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Medium 9781475811612

It’s Everywhere, but What Is It? Professional Learning Communities

JOURNAL OF SCHOOL LEADERSHIP Rowman & Littlefield Publishers ePub

PATRICIA ROY
SHIRLEY M. HORD

ABSTRACT : This article first explores the characteristics of professional learning communities (PLCs) identified in the research literature. Second, it examines the staff and student outcomes derived from the implementation and integration of a PLC in a K–12 school or a university. Third, it provides suggestions for school leaders about creating and operating a PLC and its highly democratic and participatory way of working and about supporting and guiding the staff to become a PLC. Noted are structural features that support collegial interaction. These opportunities for open discussion and debate inevitably lead to conflict, which must be managed and used constructively. Thus, the article includes counsel about developing trusting relationships, positive regard, and other human capacities.

Professional learning community (PLC) is a concept to some, a cultural factor to others, a way of working to still others, and a popular term that appears to be blooming across the educational landscape like “a thousand flowers,” from the song of yesteryear. It seems to be everywhere: in village schools, city schools, rural settings, and suburban and urban locales. A recent article attested to the international attention being given to PLC as an effective school improvement strategy (Gunther-Rolff, 2003). It is being hailed as the best idea for continual school improvement since the overhead projector reached classrooms. Furthermore, it is the first of the 12 standards for staff development identified and explicated by the National Staff Development Council (2001).

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Medium 9781936763252

Chapter 8 Compare and Contrast

Patricia M. Cunningham Solution Tree Press ePub

CHAPTER 8

Compare and Contrast

Most informational text follows one of three structures—(1) descriptive, (2) sequential and causal, or (3) comparative. Main Idea Tree lessons help readers organize ideas when the text describes one idea or topic (chapter 6, page 53). Timelines and step maps help students organize ideas with sequence or causation (chapter 7, page 63). A third common type of informational text in elementary grades compares and contrasts two or more elements. Venn diagrams (or double bubbles) and data charts help students organize information when the text is comparing and contrasting members of a category. This chapter describes a lesson framework for teaching students to compare and contrast ideas in one text or multiple texts. Students record information in double bubbles or data charts and write compare-and-contrast summaries based on the information in their diagrams. The lesson consists of two parts; first, the teacher sets the purpose and introduces her class to creating double bubbles and comparing and contrasting using a real-life example. Second, she moves on to a reading lesson that follows the gradual release of responsibility model of instruction. Using the gradual release of responsibility model of instruction, Compare and Contrast combines student partners and teacher-led collaborative conversations to discuss various aspects of the text’s content.

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Medium 9781942496397

Chapter 4 Addition and Subtraction Using Grouping Strategies

Juli K. Dixon Solution Tree Press ePub

The key to obtaining procedural fluency is to begin with building conceptual understanding of addition and subtraction. Addition and subtraction contexts, along with visual models, aid in understanding the operations, which enables students to create self-invented strategies. In this chapter, you will explore invented strategies and a variety of standard algorithms with the purpose of supporting the development of computational fluency with multidigit addition and subtraction using grouping strategies. An important aspect of fluency is the ability to choose strategies that are most efficient for a given task. You will examine the progression of the standards related to obtaining this fluency alongside potential misconceptions by engaging with meaningful tasks. The initial task in this chapter begins with a candy shop context referred to in chapter 1. This context will assist in making sense of addition and subtraction procedures based on place value and properties of operations.

Complete the task in figure 4.1 using your knowledge that there are 10 pieces of candy in a roll and 10 rolls in a box.

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Medium 9781574411744

2. The War Years

Kathleen Krebs Whitson University of North Texas Press PDF

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The War Years

hile a junior in college, Priest had been invited, along with most of the community, to the wedding of a rather prominent couple. He attended, and at the reception, he saw her again— the beautiful girl who used to ride horse back by his house, Marietta

Shaw. The difference in grade-level had separated them in high school, but now he was close to being a college graduate, and she was an elementary teacher in French Camp. The chasm had closed, and she seemed approachable. The conversation was engaging and the attraction was mutual. They stepped outside the flurry of celebration and spent the remainder of the evening talking. Bill and

Marietta stayed so late getting to know each other that Priest’s ride left and he had to hitch-hike home.

Priest discovered that although he and Marietta had been separated by two grades in high school, there was in reality four years difference in age since he had skipped a grade, but years were irrelevant because the common interests and intellectual compatibility were so strong. They dated through his college graduation and his stint in professional baseball. As the relationship reached the point of commitment, he was teaching at Modesto Junior Col-

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Medium 9780253350787

14. Reality

Estelle R. Jorgensen Indiana University Press ePub

 

 

 

Reflecting on how things are and how they have been during a working lifetime brings me to crucial matters regarding the reality of music teaching from my own vantage point. Whether we are just beginning or further along the road as teachers, facing the reality of teaching is important in determining what we are to do in the future. Recently, a young teacher told me that he was unprepared for the low pay and the hard work that he found when he began teaching. For him, there was a disconnect between the theory he learned at university and the reality in “the field.” He is not alone. When new teachers begin their work in schools, it is common for more experienced colleagues to say to them, “Now, let us tell you what it is really like to teach here.” For the young, it is not always clear how such things as money, the nature of the work, time spent working, and the social status of the profession are going to matter in later life. It may be that those of us who prepare future teachers have been remiss in painting an overly attractive and even unrealistic picture of music teaching in the hope of encouraging people to teach. Despite our best intentions, we may not have been sufficiently truthful about what music teaching is really like. My point, in this chapter, is to describe the reality of music teaching directly in the frame of my own experience, and also address some of the challenges, difficulties, and frustrations that are likely to lie in our way.

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Medium 9781475811964

The Importance of Belonging: Learning From the Student Experience of Democratic Education

JOURNAL OF SCHOOL LEADERSHIP R&L Education ePub

MAX A. HOPE

ABSTRACT: This article grew out of an extensive piece of grounded theory research that explored students’ experiences of democratic education. A small democratic school in the south of England is used as a case study. Students in this school experienced a strong sense of belonging—to the school itself, with teachers, and with peers. This appeared to make a significant contribution to school outcomes. Data indicated that students’ sense of belonging was in part influenced by the democratic nature of the school, including its style of leadership. This resonated with existing literature. This article outlines key features of the school alongside empirical data about belongingness. A brief review of literature is provided. It concludes with a series of recommendations for practitioners.

The case for connecting democracy with education has been long since made (Dewey, 1916/2004; Goodlad, Mantle-Bromley, & Goodlad, 2004; Gutmann, 1999; Soder, 2001). Goodlad and colleagues (2004), for example, argued that

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Medium 9780253005939

23 TROUBLE FOLLOWS ME.

Matthew Tully Indiana University Press ePub

 

 

Six weeks before Brent Jones arrived at Manual, another Brent left the school in handcuffs. Brent Walls had been caught dealing drugs in a gym locker room, and school police had found a loaded handgun in his pocket after arresting him. As his dad cried and school administrators breathed sighs of relief that nothing worse had occurred, the seventeen-year-old student was sent to the county’s juvenile lockup facility. Within days he’d been shipped to the county jail, charged as an adult with a felony and several misdemeanors.

Walls spent the holidays behind bars. He missed Thanksgiving, Christmas, and New Year’s Day. And as hundreds of other Manual students began the spring semester in January, he continued to sit in jail, unable to raise the bail money needed to get out. And he really wanted out—so much so that he signed a quick deal in February with the prosecuting attorney’s office, pleading guilty to a felony firearms charge and accepting a two-year prison sentence. It was worth it, he decided. Anything to get the process toward freedom moving. With time served in the county lockup, he would likely spend only about nine months in state prison.

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Medium 9781626561786

Chapter 3: Opening the Mind: Embracing Deep Change

Robert E. Quinn Berrett-Koehler Publishers ePub

Opening the Mind: Embracing Deep Change

Your assumptions are your windows on the world. Scrub them off every once in a while, or the light won’t come in.

—Alan Alda                       
Commencement speech at
Connecticut College, 1980

AARON HAS BEEN A TEACHER FOR 15 YEARS AND NOW TEACHES JUNIOR high math. What he loves most about his profession is interacting with kids. He seeks to draw out their enthusiasm and give them a vision of entering into a math occupation when they grow up. He uses that vision to draw his students into the world of mathematics:

As we enter a much more competitive global marketplace, there are a lot of students overseas who are willing to do a lot more work for a lot less money. What is going to separate my students from those other students? What is going to get my students careers and the ability to support their family and to contribute to society? It all rests on what happens in my 42 minutes …. So [I] come in, do the best [I] can, and [I] hope it’s enough, and if it’s not, [I] look for ways to get better.

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Medium 9781936763290

Chapter 7 Centering CCSS in CSI

Cheryl Zintgraff Tibbels Solution Tree Press ePub

Dr. Seuss had an uncanny way of being able to communicate ideas in a few simple sentences that would have taken many authors pages, if not volumes, to write. Dr. Seuss took us on journeys. Through his insightful mind, we traveled many places, from the Jungle of Nool to Mount Crumpit to Solla Sollew. While the places we saw and the characters we met were different from anything we knew, the adventure was fun, the journey caused us to think, and at the end, somehow, wherever we ended up was instantly familiar and meaningful. Dr. Seuss was able to take us to far-off lands to discover ourselves and what we could be.

As we are still in the early stages of implementing the Common Core, we have a long and exciting journey ahead of us. While the CCSS define the content standards, it is the assessments that will ultimately define the performance standards. The two must work in tandem—the content standards defining what students should learn and the performance standards defining what proficient performance looks like. As we get results back on the CCSS assessments, whether they are from PARCC, SBAC, or state-designed assessments, the data should be informative and provide us with another insight into our CCSS implementation efforts. Now is the ideal time to re-evaluate our efforts and to re-examine our CCSS implementation plan. The first questions to ask are: Are we on the right road? Do we really have a clear, shared vision of what a CCSS school ought to be?

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