The Four R’s and Organizational Framework for School Turnaround
The No Child Left Behind Act of 2001 defines Chronically Low Performing Schools (CLPS) as those with a high proportion of students, 20% or more, failing to meet levels of proficiency in reading or mathematics for more than two consecutive years. The question becomes why? Why are students not proficient in reading and math as defined by the No Child Left Behind Act? The answer to the question is complex, but it leads to my definition of a CLPS. A chronically low performing school is a school that lacks and has lacked for three or more consecutive years relevance, relationships, rigor and repercussions; the four R’s. A mixed method of data will be triangulated to gauge whether or not a school is deemed chronically low performing. For quantitative data, the proficiency level of reading and math will be the metric used to measure performance. Interviews, observations and field notes will be used to measure the four R’s.
In their book, Reframing Organizations, Bolman and Deal points out that one of the most common afflictions of leaders is to see an incomplete or distorted picture as a result of overlooking or misinterpreting important signals (p.4). Therefore, you need a mental model; Bolman and Deal call a frame. A frame is a set of ideas and assumptions that you carry in your head to help you understand and negotiate a particular “territory” (Bolman and Deal, 2008). The four major frames are structural, human resource, political, and symbolic (p. 14). The four R’s are equivalent to Bolman & Deal’s four major frames. The first frame is structural and structural is parallel to relevance. Relevance is our purpose, our vision; the ...
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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.
Year after year students put themselves through large amounts of stress, attempts to prepare themselves mentally, and spend majority of their waking hours studying for standardized testing required through the No child left behind act (NCLB). An act put in place by the Bush Administration in hopes and efforts for student around the country to excel in education. However, the No Child Left behind Act is hindering a student’s ability to perform in the classroom rather than the student to excel as planned. Amongst other countries around the world, the United States performs significantly lower in education. Overall, the act had good intentions, but does it really raise achievement and close the achievement gap? Improving education has always been a top priority in the white house. Many laws have been passed but how many have succeed? NCLB is one of the biggest social engineering projects of our time, but shows very little progress in our children’s education. The No Child Left behind Act causes more of a negative outcome by being ineffective at achieving academic improvement, closing the education gap, limiting the teaching material for instructors, and causes a harmful repercussion on children and adolescents mentally and emotionally.
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Combinations of different experiences and education have developed a variety of assumptions about how an organisation works. The use of metaphors when describing organisation movements and change is an important way in which we express these assumptions (Cameron and Green, 2012). Gareth Morgan’s (1986) work on organizational metaphors is good for understanding the different assumptions and beliefs about change that exists. He identifies eight organizational metaphors; machines, organisms, brains, cultures, political systems, psychic prisons and flux and transformation (Morgan, 1986).