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Problem of urban schooling
Issues and challenges in urban education
Importance of community involvement at school
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Culture Systems and structures provide the organizational foundation, but it is the human capital that really provides for the success or failure of any organization. In order for real change to happen, the staff needs to fully embrace the vision and the systems of change. This can only be accomplished if they feel respected, valued and involved in all parts of the change process. It is important to authentically embrace this group and treat them as colleagues in the process. This is the group that is responsible for implementing all systems and providing the public relations for the structure. The school staffs are the people who are in most contact with parents and visible in the community. Therefore, a culture of cooperation, …show more content…
All schools and children must held to the same high academic standards and outcomes, but the means to that end must often fit the necessary circumstances. For this reform effort to be successful, it will take district and school leaders that act as both instructional leaders and politicians. As the instructional leader, they must ensure that every child every day receives an education rooted in high expectations and facilitated by staffs that genuinely believe that all children can learn and deserve the best opportunities to do so. As …show more content…
This engagement must be to involve the stakeholders in the school. The district and school leaders must encourage the community belief that if the school is successful the surrounding community will be successful. Through this partnership the time, talent and treasure of the stakeholders must be solicited to ensure the success of the school. Reciprocity of this investment should be given as well. Students could be required to participate in community service within the neighborhood or take responsibility for cleaning parcels of the area. The Effective Schools Model provides the grassroots approach that is necessary for urban schools. As I have stated, the urban arena within which the schools must perform is very diverse. As a result of the size and magnitude of this type of arena, most students associate themselves with a school as opposed to a district. Localizing the reform efforts and focusing on a holistic approach will establish a culture of caring and stability within which students can feel safe, accepted and capable of achieving academic
I had the pleasure of being able to shadow Superintendent Shirley Hall of the Maplewood School District. Ms. Hall took the reins of the district over in 2012 from a very popular superintendent who was credited with making great strides within the district. Although Ms. Hall had very large shoes to fill, she seems to be doing it with grace and enthusiasm. She credits the previous superintendent with making systemic changes and establishing the overall forward momentum of the district, but recognizes that she cannot rest on past success. Her goal is to take the district to the next level of educational excellence by focusing her and her administrative team's efforts on the P.E.L.P. coherence model from Harvard University. This model focuses the leadership's attention on the interdependence of the various aspects of their school district and how they reinforce one another to support the implementation of an improvement strategy. One of Ms. Hall's mantras was change, but not just for change sake, deep change for sustained improvement. Therefore, although Ms. Hall's predecessor was able to put the district on the right path, Ms. Hall has taken the baton and run with it; establishing her own style and path to excellence.
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
19). At Sunshine Elementary School, I propose that the staff set aside monies raised in a special fundraiser each year to have a three day, two night bonding escapade with current and incoming staff two weeks before the fall session begins. By implementing this, I become in agreement with Kouzes &Posner (2012) in stating that, “Leaders venture out; they do not sit idly by waiting for fate to smile on them” (p. 19). The lessons obtained through the Kouzes and Posner (2010), “The Five Practices of Exemplary Leadership” are invaluable and will assist in creating an environment where conflicts are minimal and the high turnover rate has ceased to exist (p. 17-28). Throughout this unknown process mistakes are probable, however, being conscious of how to communicate what went wrong and sharing ideas of improved solutions is key to this
Making high schools a “center of excellence” for all students even if that means breaking down extremely large schools through the concept of “schools within schools”;
Only now is evidence emerging testifying to the fact that much of the criticism leveled at public schools is exaggerated and misplaced. It is easy to forget that schools reflect what is happening in society, not cause it. Schools of today have recently shown that they are performing better than ever. Unfortunately, the traditional challenges confronting schools have increased dramatically and broadly as the world and students have changed. Now schools are facing drastic change -- necessary change that must take place quickly so students are able to cope in a dramatically changing world of the future. All of the criticism creates fear in teachers and administrators rather than a desire to embrace change.
According to Ravitch, what Klein and Rhee failed to recognize is that teachers improve with experience and that children do not lead static life’s. Children experience ups and downs that effect their abilities on any giving day. As teachers, we know many different things can affect a student’s academic abilities. Klein and Rhee felt that the best way to improve schools is to fire “bad” teachers and principals. However, what we are finding is that it impossible to improve schools with constant firing and hiring on new teachers, management, or using different curricula each
Michael Fullan a well published international leader on educational change has developed numerous partnerships designed to bring about school improvement. In his newest book All Systems Go: The Change Imperative for Whole System Reform Fullan tackles whole-system reform in a practical manner that provides educational leaders and policy makers a proven approach focused on improving whole system. Whole system comprises of the school, community, district and government and that all are vital contributors individually and in concert to forward movement and success. The book examines successful school reform initiatives in three different countries the actions taken in ways to avoid common pitfalls, funding, and current policies. The focus is on seven big ideas for whole system reform with the fourth concept of collective capacity as the hidden resource we fail to understand and cultivate (p.4). Fullan states this generates the emotional commitment and technical expertise that no amount of individual capacity working alone can come close to matching. This book has three parts; Part I: The System, Part II: Getting There and Part III: A New Era. Each part breaks down the current state of education at all levels, the steps to implement All Systems Go and looks ahead to the future.
The leaders believe that the staff will do well, motivated, and would like to be independent (Giltinane, 2013, p. 37). Additionally, leaders share their responsibility by involving the staff in the decision making as well as being considerate to them (Giltinane, 2013, p. 37). These traits help the staff members improve their own leadership skills and develop autonomy (Giltinane, 2013, p. 37). And with the leaders’ guidance, open communication with the staff, and involvement in the decision making, this can lead to an increase motivation, cooperation and good working relationship or teamwork (Giltinane, 2013, p. 37). And the coordination and cooperation of the staff members are needed for the implementation of change (Mitchell, 2013, p.
The main challenge that Rocky Road School District is currently facing is the several lawsuits from former parents and staff. As well as the lack of team work that is shown within the district. Having a meeting with all Principals in the Rocky Road district is a most. Negotiation of teacher’s contracts and the hiring of new qualified teachers which will help assist the testing scores for the district. Giving parents a sense of comfort that their children are being well educated is a key challenge. My main challenge will be getting all parties involved in the movement to “Strive for Excellence.” Our main concern is getting faculty, staff, student, parents and the community working together to make Rocky Road School District successful, it takes a team to fix such a messy situation.
The purpose of this case study is to discuss Sehba Ali, superintendent of KIPP (Knowledge Is Power Program) Houston Public Schools, ability to change the public’s outlook on the KIPP program (Roberts, 2015). Although, KIPP Houston is “a network of charter schools located in Houston, Texas…Charter schools are public, taxpayer funded, and open to all students; however, they operate independently” (Roberts, 2015, p. 232). Additionally, KIPP schools stand by the following five principles: high expectations, choice and commitment, more time, power to lead, and focus on results (Roberts, 2015). Furthermore, KIPP schools are created to assist underprivileged students, living in low-income communities; which ultimately allows each student to receive a quality education (Roberts, 2015).
Schools are influenced by varied internal and external factors in a constantly changing environment (Navickaite & Janiunaite, 2012). There is a growing consensus among stakeholders that the current progression of education must change drastically. Educational policy makers and leaders are examining an array of school improvement efforts, including rigorous curriculum; alignment of state and national standards and organizational restructuring. According to Fullan (2001), the more complex society gets, the more sophisticated leadership must become. School leaders wrestle with the intricate challenge to implement reform efforts, increase student achievement, serve the individual needs of all students and meet community demands (Goldring & Schuermann, 2009). Leading a change process is an essential and difficult process of school leadership. Effective school leaders are expected to manage and transcend a rapidly changing environment. Hence, leadership requires abilities such as being team-oriented, strong communicators, team players, problem solvers, change makers and transformation leaders (Balyer, 2012).
By taking this course I have come to realize that it is possible to meet the needs of diverse student populations by using well recognized school reform models. Ron Edmonds provides a quote that sums up this course quite nicely: “We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far” (David Boers, personal communication, April 8, 2011). We have the know-how and means; we just need to take action. The key texts and supplementary materials studied in this class illustrate that improvements are possible, we just need to act.
This is to ensure that the changes that are occurring within education; I am helping to shape and foster. Therefore, as an educational leader I strive to the notion that my most important constituents are my teachers because they will shape the thoughts and opinions of my students and larger community. With that in mind, I want to create a school environment that fosters high-quality curriculum, cutting edge instruction, and 21st century problem solving and equipment learning. Therefore, I want a school that students, teachers, and the larger community would be proud to send their children. Moreover, the reason that I want to lead is because I understand the power that good educational administrators can have on shaping a school, a community, and maybe even a nation. Likewise, for students competing in a 21st century world; they are going to need to have schools that are innovation centers which fosters creativity, problem- solving, and comprehension. Therefore, I believe that it is my job as an educator to ensure that our students are discovering knowledge for themselves, and developing passions that will push them into the future. Moreover, my experience on our school’s principal advisory committee and school improvement council have given me the experience needed to drive through the reforms that we need to within our school. I have seen reforms up close, and I have the experience of understanding what policies it takes to ensure that these reforms are
Many people around the world believe that education is fundamental to achieving equality and economic opportunity. A high school diploma and a college degree ensure better jobs and higher income. In recent decades, the importance of literacy skills has become more vital than ever but schools still have many deficiencies. The measures of student performance are on the rise but, many of our youth fall short of graduating high school. Public opinion agrees that changes must be made but have not come to an agreement of what exactly the solution to the problems is. Equal school funding is at the top of my list when it comes to poverty and inequality in the school system. Although schools are educating more young people than ever before, their deficit of funds and programs hinder them from meeting the needs of an array of students.
The partnership may involve use of school or neighbours facilities and equipment, sharing other resources, collaborative fund raising and grant applications, volunteer assistance, mentoring and training from professionals and others with special expertise, information sharing and dissemination, networking, recognition and public relations, shared responsibility for planning, implementation and evaluation of programs and services, expanding opportunities for internships, jobs, recreation and building a sense of community.