Chapter 3 Presented By: Chad Stebbins Stacy Jewell Katy McGovern

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Chapter 3 Presented By Chad Stebbins Stacy
Jewell Katy McGovern

• Challenges of School Reform

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Interest Approach

• Lowly Populated
• Funded School
• Highly Populated
• Funded School

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Chapter 3Objectives

• Recognize that change will be a constant feature
  of your professional life as a teacher.
• Describe characteristics of systemic reform.
• Cite examples and describe features of selected
  approaches to providing parents, guardians, and
  learners with school choice.

• Explain how the No Child Left Behind Act of 2001
  acts to influence schools and school practices.
• Describe examples of approaches to change
  teacher-compensation plans.
• Explain purposes of school-business partnerships.
• Describe characteristics of full-services schools.

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Chapter 3 Change Educators Constant Companion

• Increasingly diverse cultural and ethnic makeup
  of our nations population of young
  people-variety of cultures, ethnicities, and
  languages
• Technology is continually evolving- If school
  based instruction depends more and more on access
  to computers, does this situation give an unfair
  advantage to members of your class from more
  economically advantaged families?

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Change Educators Constant Companion continued

• The accelerating rate of social change in
  education has attracted the attention of
  political leaders. As citizens, were going to
  need to be able to answer the following
  questions- What should be the purposes of
  education in a democratic society?- Who should
  control education?- What should young people
  learn at school?- What characteristics should
  good teachers have?

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Change continued

• As professionals, we need to be a player in
  discussions related to changes in school policies
  and practicesto prepare for this involvement we
  need to develop1) sound understandings of
  issues that have prompted suggestions for
  change2) an appreciation of the particular
  interests that will be served when a change is
  implemented3) a commitment to proposals that are
  consistent with your own professional values

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Chapter 3Systemic Reform

• Outcome Goals
• School Choice
• Redesigned Teacher-Compensation Schemes
• Comprehensive School Reform Demonstration
  Programs

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Chapter 3 No Child Left BehindAct of 2001

• Requires every state to adopt standards that
  describe what students should learn at each grade
  level.
• Within 12 years all learners must reach the level
  of proficiency as defined by their state
• If a school does not meet its academic growth
  target for two consecutive years,
  parents/guardians have the right to transfer
  their child to a successful public school.
• highly qualified teachers in every classroom in
  which an academic core subject is taught

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No Child Left BehindAct of 2001 continued

• Set backs include- small schools often dont
  offer enough course sections to hire a teacher to
  teach only one subject- this act encompasses all
  children even special needs

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Chapter 3Systemic Reform to respond
proactively to multiple problems

• Outcome Goals
• School Choice
• Redesigned Teacher-Compensation Schemes
• Comprehensive School Reform Demonstration
  Programs

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Systemic Reform?

• It began with - A Nation at Risk The Imperative
  for Educational Reform (National Commission on
  Excellence in Education, 1983) pg.59
• Detailed potential threats to the nations
  schools and possible declines in test scores and
  increased dropout rates

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Outcome Goals

• Emphasizes the results of effects of instruction.
• Ex younger math students need to master basic
  operations and number facts
• Supported by many education reformers
• Input Goals v. Output Goals
• Individual components of a school program that,
  collectively, are thought to produce desirable
  outcomes
• Ex younger math students need newer texts

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Outcome Goals Continued

• Rigorous Assessment v. Forced Choice Techniques
• One requires learners to demonstrate
  sophisticated thinking skills, the other uses
  true-false and matching questions
• Authentic Assessment v. Standardized Tests
• First, is a more valid way of holding teachers
  and schools accountable, other relies on the
  students ability to retain information

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School Choice

• Allows students to attend school outside of the
  local school districts attendance zone
• Seen as a choice to improve ed. quality
• Pros Cons
• Allows students to avoid mediocre, overcrowded
  schools
• Competition may attract students, and improve the
  quality of all schools involved
• Has potential to respond to diverse students
• Other schools will lose funding, due to the loss
  of students
• Schools with less funding may loose potential
  educators

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Redesigned Teacher-Compensation Schemes

• Teacher-Salary Schedules school-district
  documents that indicate what teachers in various
  categories are paid
• Designed to pay teachers based on of years in
  profession, of advanced college credits, and
  degrees past the bachelors degree
• Advocates agree that schools depend on the
  ability to attract keep high-quality educators
• A new proposal suggests adding to salaries based
  upon teacher performance

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Comprehensive School Reform Demonstration
Programs (CSDR)

• Traditionally, federal funds have been used for
  special ed programs, certain literacy programs,
  programs for learners with high poverty levels.
• These programs are a.k.a add-on programs
• Created due to concerns of narrowly applied funds
  that werent greatly affecting overall school
  quality
• CSDR focuses on
• school-wide reform
• Professional development of educators
• Level of involvement among parents guardians
• CSDR encourages districts to develop academically
  challenging standards

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CSRD Continued

• Schools must meet certain criteria for funds and
  have a plan for comprehensive school reform (list
  on pg. 72)
• This programs represents a shift in the nature of
  federal support for school-improvement
  initiatives

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Chapter 3 School-Business Partnership Programs

• Our Entire Society Benefits from learners, many
  outside organizations have an interest in
  education.
• School Business Partnerships
• Tech-Prep programs 22 programs, last 2 years of
  high school and 2 additional years of training.

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Carl D Perkins Vocational and Applied Technology
Act 1990

• Leads to an associate degree or two year
  certification
• Provides technical preparation in at least one
  field. (engineering, applied science, mechanical,
  industrial, or practical art or trade,
  agriculture, health or business.)
• Builds competence in Mathematics, Science, and
  Communication through course of study
• Leads to placement in employment.

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Tech Prep Demonstration Program

• How proposed 2 2 program will be implemented
• How instruction will meet or exceed quality
  standards set by the state
• Quality of alignment of first two and second two
  years
• Plans ability to attract students

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School Business Partnerships

• School to work Opportunities Act
• Students experience work place as active learning
  environment.
• Working with learners throughout the entire K-12
  span

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Chapter 3 Full Service Schools

• After school care for learners
• Medical and dental exams at the school
• Adult education for parents and guardians
• Family support services by social workers
• Legal services
• Drug and alcohol abuse prevention programs
• Counseling
• Emergency treatment and crisis reaction services

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Full Service Schools

• Opponents say that resources are diverted from
  the important instructional function.
• Also that the families responsibilities are put
  into the hands of outsiders
• Proponents say provides access that students may
  not otherwise have
• Families play important role in determining what
  goes on.