The article, Organizing Schools for Improvement, discussed five essential roles to advance school improvements. In this essay, I will aim to demonstrate why these five essential support systems are needed and I will also give reasons what issues and challenges could arise while trying to integrate all five factors.
Organizing Schools for Improvement, illustrated five factors that need to be integrated in order for school systems to fully excel in enhancement. The longitudinal study conducted was done over a fifteen-year period within the Chicago area. This study concluded that there are five essential supports needed in order for a school to achieve and excel for student outcomes.
The first support system needed is a coherent instructional
Connecting people to the success of the district is one matter, but asking them to support it financially is another. The district is growing in size and is in need of new facilities and internal academic structures to support the growth. As the district continues to grow she is challenged with ensuring that the schools continue to interact with each other and do not return to the independent silos they were when she arrived. Ms. Hall realizes that she is the internal and external face of the district. She takes that very seriously and therefore, tires to view challenges as opportunities and successes as building blocks and
That broader conception of school allowed those schools to better support the students and address social issues that prevent students from accessing their full potential. This conceptual shift can only be spurred by a clear vision of “good education”—which then caused an improvement in their community’s education
The most favorable response was to the question, “Staff at this school share a common understanding of instructional best practices” with a 92% agreement score. Conversely, the least favorable response was to the question, “I meet regularly and often with colleagues to plan for instruction,” with a 38% agreement score. Hence, the professional practices of the staff are considered to be superior but the organization of the schedule have not allowed for collaborative practices. Additionally, is in strong agreement (85%) that the staff does a good job identifying students who struggle
There is no one prescription to be applied when planning improvement for schools, only steps that should be taken. Improvement must be specifically tailored to the needs and resources of the school. Effective improvement incorporates many facets from a variety sources that are adjusted to meet the need of that particular school. Effective improvement plans are created and implemented with the hopes that once the goals are met and achievement and growth are accomplished, that it is also sustained. Effective improvement is designed to do just that…improve schools.
Direct student services are in person interaction between the counselor and student. The services are described as, school counseling core curriculum, individual student planning, and responsive services. As a trainee, it has been well-educated that those three aspects of direct service is vital for the success of each student. The core curriculum are lessons that are designed to assist and attain desired competencies and to provide the knowledge, attitude, and skill needed for each student developmental level (ASCA, 2016). For instance, a
A flexible academic integrated instruction or behavioral support that it’s provided and adjusted to every student need to promote success for all.
Education is an integral part of society, school helps children learn social norms as well as teach them how to be successful adults. The school systems in United States, however are failing their students. In the world as a whole, the United States is quickly falling behind other countries in important math and reading scores. The United States ranked thirtieth in math on a global scale and twentieth in literacy. This is even more true in more urban, lower socio-economic areas in the United States. These schools have lower test scores and high dropout rates. In Trenton Central High School West, there was an 83% proficiency in literacy and only 49% of the students were proficient in math. Many of these students come from minority backgrounds and are often from low income families. There are many issues surrounding these urban schools. There is a severe lack of proper funding in these districts, and much of the money they do receive is sanctioned for non-crucial things. Schools also need a certain level of individualization with their students, and in many urban classes, this simply does not happen. While there are many factors affecting the low performance of urban schools, the lack of proper funding and distribution of funds, the cultural divide between teachers and students in urban districts, along with the lack of individualization in urban classrooms are crucial reasons to explain the poor performance in these districts. Through a process of teacher lead budget committees and further teacher education, urban schools can be transformed and be better equipped to prepare their students for the global stage.
Students often struggle with the unique personalities of their teachers. One of the many struggles of school is getting along with every type of teacher. Some students wish there was a technical support operator to call and walk them through the variety of educators they encounter. The multiple personalities along with the teaching styles, it is often necessary to observe each teacher carefully in order to understand them and the necessary requirements of that class.
To discover techniques that help students improve in all areas of academic achievement, establishing relationships with students and parents alike. By becoming a school counselor, I am determined to become an advocate for underserved youth. I aim to become an effective agent educational reform, providing support for students in the various institutions that may disempower
Require monitoring and interventions to provide more intensive and tailored assistance to schools that have difficulty implementing systemic changes or are unable to meet the required rate of improvement after five years.
Due to the complex nature of the school environment all stakeholders’ key focus is inclusive of a shared mission and vision, and core values of high-education and academic success and well
...ness. With clearly defined goals, this would make it easier for administrators to articulate the vision to all stakeholders. Perhaps the most important component that moves school would be mentor leaders. This is to solicit collaboration in building knowledge, strategize in program implementation, and develop executable plans that are more prone to errors because the process is much more inclusive with teacher leaders that are respected by the school staff leading the charge in building the school culture and expectations. By having department chairs or instructional leaders in a school, this can help speed up communication to all staff and provide the sense that their opinions are heard and included in the district’s vision of learning and teaching. Having great instructional leaders would ensure the effectiveness of program implementation over the long run.
School Communities are the best way of promoting student achievement and teacher excellence. We will explore the different views and ideas on achieving an ideal school community. Having a Democratic Community is very important in sustaining the US democratic society. In promoting a Democratic School we must value each individual and respect each other which will create an environment of well-being of everyone. Everyone in the school environment must participate for it to be successful including teachers, students and parents. Encouraging free flowing communication and ideas and critical thinking is vital to a democratic school community. Students need to achieve the ability to work actively with problems, ideas, materials and other People as they learn skills and content. They should have an escalating degree of choices, both as individuals and groups, within the parameters provided by the teacher. The students are responsible to their peers, teachers, parents, and school community, using educational time purposefully, intelligently, and productively. They should have the ability to collaborate with one another, teachers, parents and other community members. Students should know how to make their learning a contribution to their community. They need to be able to assume escalating responsibilities for securing resources and finding places where they can apply and further their learning. Demonstrating what they know and can do it in public settings and receive public feedback is important for them to be able to do. Lastly, the students should be able to work together and learn from another at a pace that challenges all (G. Glickman, 2004).
Within the steps of curriculum planning, a school needs to focus at what actually gets results and to assess the current needs. “In many school districts, a failure to assess the true needs of the learner results in a dysfunctional curriculum” (Wiles & Bondi, 2002, pg.113). To do this it is important to develop a list of “quality indicators”, items that may possibly affect what is needed by a school, that need reviewing when conducting a needs assessment. These are, but are not limited too: 1) budget 2) student data 3) effectiveness of current programs 4) learning environment and 5) professional development. When analyzing these indicators a school or district may see that a policy change is needed in order to plan for the best curriculum.
School community relationship helps to improve the quality of education for all children. It helps parents and other citizens recognize their responsibility for the quality