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Change in the education system
Reforms and changes in the education system
An essay about educational reform
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Introduction Education experts have spent many years planning and revising learning material and assessment tools to meet the ever-changing social and economical teaching and learning demands in the United States. Rapid growth in technology means that change is constant in the field of education. Educators learn very quickly that change is one aspect of their position that is inevitable, and that effective transformation by stakeholders at every level is necessary in keeping with these demands. Whether one approaches the crisis in American schooling from the perspective of experience in schools, or from analysis of the market forces in the private sector and the factors necessary for institutional innovation, or from the movement to empower poor and minority communities, it is clear that what we call “public education” must change (Grego, 2011). The history of the school system in the United States shows that the standard for teaching was centered on meeting the challenges of both the Agricultural Age and the Industrial Age, and according to Duffy (2010), was a fixed approach to teaching, designed for sorting students rather than for learning, in order to educate large numbers of children and to determine laborers from managers. However, the Knowledge Age is requiring stakeholders to reevaluate the requirements necessary for educating our children going forward. This societal paradigm shift is large and pervasive, requiring institutions to co evolve in creating more customized approaches to organization design, serving customers, and providing services so that students can succeed in the twenty-first century Knowledge Age (Duffy, 2010). The purpose of this paper is to share a planned and an unplanned change that has tak... ... middle of paper ... ...m! Create! Sustain! Mastering the art and science of transforming school systems. Lanham, MD: Rowman & Littlefield. Grego, D. (2011). The changing meaning of "public education" in Milwaukee: Converting a school system into a system of schools. Encounter, 24(3), 1-10. Huang, T., Beachum, F. D., White, G. P., Kaimal, G., Fitzgerald, A., & Reed, P. (2012). Preparing urban school leaders: What works?. Planning & Changing, 43(1/2), 72-95. Office of Vocational and Adult Education. (2012). Investing in America's future: A blueprint for transforming career and technical education. Office Of Vocational And Adult Education, US Department Of Education. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED532493 Richter, K. B., & Reigeluth, C. M. (2007). Systematic transformation in public school systems. The F. M. Duffy Reports, 12(4), 1-24.
The city of Denver and the challenges confronting its elected leaders, are no different than any other large city, one of the most problematic of which, includes enhancing the quality of public schools for ethnic minority students from lower socio-economic neighborhoods. Katherine Boo’s, “Expectations”, provides a narrative centered on Superintendent Michael Bennett and the implementation of his ambitious strategy to raise high school graduation standards throughout the Denver public school system. Bennett’s plan to achieve this lofty goal illustrates the “four tides,” or philosophies, of administrative reform: liberation management by allowing students from underperforming schools to attend any high quality public school of their choice; (2) a war on waste through the closure of Manual High School; (3) a watchful eye with computer tracking to ensure student accountability; and (4) scientific management with increased and meticulous academic standards.
Ms. Hall has had many years of public education experience and higher education training in which to hone her leadership style and framework. She started her career as a teacher in the Kirkwood School District. She then served as an assistant elementary principal at both Ritenour and Pattonville School Districts before being selected to serve as the assistant superintendent of the Maplewood Richmond Heights School District in 2008. Throughout her career she continued to pursue her education as a means o...
Dr. Tanisha L. Heaston, principal of Treadwell Elementary talks to me about educational change. In my first meeting and interview with her, she displays many if not all the leadership benchmarks of a Change Master and Facilitator. Defined by McEwan (2003), a Change Master is a highly effective principal who is flexible and futuristic. A realistic leader who is able to both motivate and manage change in an organized, positive, and enduring fashion. As a Change Master, she uses a situational approach since every school community requires somewhat different skills. Dr. Heaston respects change resisters, procures resources for her school, and trusts her teams which aligns with ISLLC Standard Six.
America’s public school system started off very rough, but through the dedication of many hard-working Americans, it was starting to shape into a system that allowed all children, regardless of race, gender, religion, or nation of origin, to have an education.
The strength of the education in a community is directly responsible for how strong a community will be in the present and future, as does the efforts parents make in the learning processes of In a quote from Tom Peters, he states that “ leaders don’t create followers, they create more leaders.” Working as a lead administrator in a building can have some powerful challenges, but as with anything, the approach is what makes the difference. A good leader will take advantage of the tools around them, knowing that every building has individuals who offer their very own strengths. In focusing on the individual teacher strengths of each specific teacher, a rapport can be built, but most importantly, the outcome will be a stronger building because of the process of spreading the wealth.
In the text, The Death and Life of the Great American School System, author Diane Ravitch explores her ideological shift on school reform and the empirical evidence that caused this shift. Once a proponent and contributor of testing, accountability, choice, and market reforms, Ravitch’s support began to diminish as she realized that these current reforms were not viable options. She came to realize that the new school reforms focused entirely on structural and managerial adjustments and that no focus was given to actual learning.
Mount Holyoke College is a liberal arts women's college in South Hadley, Massachusetts. Originally founded by Mary Lyon as Mount Holyoke Female Seminary on 8 November 1837, it is the "first of the Seven Sisters" and is the oldest continuing institution of higher education for women in the United States. In addition, according to the United States Department of Education, "Mount Holyoke’s significance is that it became a model for a multitude of other women’s colleges throughout the country." (contributors, 2008) 1834 was a turning point for Mary Lyon. She decided to leave Ipswich Female Seminary, where she was assistant principal, and focus all of her time and efforts on founding an institution of higher education for women. For the next three years, she crusaded tirelessly for funds and support. It was not the best time to ask people for donations, the U.S. was in a severe economic depression. But Mary Lyon persisted. She wrote circulars and ads announcing the plan for the school, raised money, persuaded prominent men to back her enterprise, developed a curriculum, visited schools and talked to educators as far away as Detroit, chose the school's location, supervised the design and construction of a building, brought equipment, hired teachers, and selected students. She endured ridicule from those who felt her ambitious undertaking would be "wasted" on women. Her constant travels often left her in a state of exhaustion. Yet, Mary Lyon never doubted her belief that women deserved to have the same opportunities for higher education as their brothers.
In the United States, the history of Career and Technical Education evolved within four major periods. First, the Awakening period which began in 1776-1826, when the right to a free public education was expressed. During this era, educational opportunities in labor and industrial education were being demanded. The rising working class began to press for an education that were more appropriate for their labor and industry’s needs (Awakening 1776-1826, 1976). Even Benjamin Franklin who represented the Awakening middle class was on board with the rise of technical and vocational education which were taught primarily by private masters or contracted apprenticeships (Cohen, 1976).
Career and technical education courses are intended to prepare high school students to enter the work force in a skilled trade. It equips the students with the experience and education necessary to succeed in an average skill level job while maintaining the student’s interest. In an article that focuses on an aviation CTE program, a “senior policy analyst at the Morrison Institute, said that Career and Technical Education provides another opportunity for students who struggle in high school.” The assumption is that students who struggle in high school presumably do not want another four years of education to attain a bachelor’s degree. Until recently, schools have been excessively geared towards college readiness. The dogma was elementary school, high school, college, without exception. With this “one size fits all” education system in place, a different education course had to evolve. CTE courses offer a break from the tedious grind by introducing career readiness as an alternative. In place of the four years in a college, CTE programs gives student...
To respond to the statement made by Kozol regarding the nature of public school in America, one must consider the question of what exactly education is for in this country; what is it's purpose. I believe that education is used to produce what Kozol refers to as "good citizens:" "defeated, unprovocative" people that will fill the necessary jobs, pay the necessary taxes, and perform all the other duties put forth by the government such as voting and jury duty. This is why the situation in America's public schools has not changed since the time Kozol wrote The Night Is Dark..., and why things will probably not change without a revolution within the public school system.
According to this essay, what are some of the major differences between how schools are run in the United States and how they are run in Finland?
State School. (2013, 31 August). Retrieved September 6, 2013, from Wikipedia, The Free Encyclopedia: http://en.wikipedia.org?wiki?Public_education
So as to improve the K-12 education, the United States needs to redesign the high schools. The initiative by the president to redesign the high schools is significant in encouraging the schools to use the available resources. Schools together with their partners should take into using the resources that exist effectively. These resources are in the local, state and the federal so as to transform the experience in the high schools for the youth through energy of the whole school redesign. This effort of redesigning the high schools will help challenge them and their partners in rethinking learning and teaching. These reforms should constitute of learning that is personalized and college and career exploration that will ens...
In our ever evolving educational system, new initiatives are always surfacing. Classroom teachers are often the recipients of these changes. Whether the initiatives begin at a national, state, county, or building level, how successfully they are implemented depends on a variety of factors. As Kotter and Rathgeber (2006) demonstrated, there is an eight step process for successful change. Excluding one of the steps or not fully embracing the steps could set educational initiatives up for failure.
Technological advances are already happening all over the world, even if the school is resistant to the changes. Collins and Halverson believe “as a society, we need to understand how new technologies turn kids and adults on to learning, in order redesign our learning environments to provide positive motivational experiences for all” (p. 133). When stakeholders of a school schoolsite are resistant to change, the students are the ones missing out on learning experiences. Our educational leaders must rethink what knowledge and skills are critical for our youth, in order for them to become valuable contributors to