Assgn for 11/12 and 12/3

Budget Exercise 14

community engagement & PD 2014

assignment Nov 12 Dec 3

C&T 4004

Assignment for November 12th

Students can choose to complete readings on Community Engagement; Professional Development; or Assessment & Accountability (see below).

Recommended for discussion in design teams: Initial draft/outline of the school’s curriculum & a (rough) estimate of the # of teachers needed

 

Due Monday November 17th at 6 PM: Drafts of the executive summary and supporting documents for key elements of the design (such as curriculum and instruction materials or hiring criteria and professional development plans, etc.)

 

Community Engagement:

Who is your community? How do we break down the boundaries between schools and communities?

 

Required for November 12th:

*ALL READINGS ARE ON BLACKBOARD (IN COURSE INFO FOLDER), ON E-RESERVES, OR LINKS ARE PROVIDED BELOW.

Hatch, T. (1998). How community action contributes to achievement. Educational Leadership, 55(8), 16-19. *on e-reserves

Warren, M., Hong, S., Rubin, C. & Uy, P. (2009). Beyond the bake sale: A community-based relational approach to Parent Engagement in Schools. Teachers College Record, 111(9), 2209-2254. *on e-reserves

Epstein, J. L., & Salinas, K. C. (2004). Partnering with families and communities. Educational Leadership, 61(8), 12-18. *on Blackboard

Sanders, M. G. (2003). Community involvement in schools: From concept to practice. Education and Urban Society, 35(2), 161-181. *on Blackboard

Recommended for December 3rd:

Center for Education Organizing (2012). Getting started in education organizing: Resources and strategies. Providence, RI.: Annenberg Institute for School Reform.

Parent Power: Education Organizing in NYC, 1995-2010 (Film, guide and resources). Providence, RI.: Annenberg Institute for School Reform.

Mitra D. L. (2006). “Youth as a bridge between home and school: Comparing student voice and parent involvement as strategies for change.” Education and Urban Society, 38, 455-480. *on Blackboard

Hatch, T. (2009). “Managing the external environment.” Chapter 6 in Managing to change: How schools can survive (and sometimes thrive) in turbulent times. New York: Teachers College Press. *on e-reserves

The Hatch & Warren articles describe a community organizing approach to improving schools while the Epstein approach describes a parent/community involvement approach and the Sanders article describes some of the theoretical background behind that approach. Read the four articles, paying particular attention to the roles and activities that parents and families are asked to take on in different approaches and the different theories of action they suggest.

On November 12th, work with the other members of your group to outline the different theories of action of a community engagement and a parent involvement approach and their strengths and weaknesses, and list any questions you have that you would like to pursue further on December 3rd.

Key questions:

  • What are the goals of the two approaches?
  • What are their key strategies?
  • What is the primary role of parents/families?
  • What do you see as the advantages, challenges of each?
  • What questions or issues would you like to pursue further?

 

Professional Development:

What do staff members need to know and do? What kinds of support do they need?

Required for November 12th:

Elmore, R. & Burney, D. (1997). “Investing in teacher learning.” National Commission on Teaching and America’s Future.

Aldeman, C. & Chuong, C. (2014). “Teacher evaluations in an era of rapid change: From “unsatisfactory” to “needs improvement.” Sudbury, MA: Bellweather Education Partners.

Recommended for December 3rd:

Leana, C. (2011). The missing link in school reform. Stanford Social Innovation Review. http://www.ssireview.org/articles/entry/the_missing_link_in_school_reform

Heneman, H.G., Milanowski, A., Kimball, S. M. & Odden, A. (2006). Standards-based teacher evaluation as a foundation for knowledge- and skill-based pay. CPRE Policy Briefs, 45. *on e-reserves

Hatch, T. (2009). “Working on hiring and turnover” and “Creating a productive work environment.” Chapters 4 & 5 in Managing to change: How schools can survive (and sometimes thrive) in turbulent times. New York: Teachers College Press. *on e-reserves

 

The Elmore and Birney article and Aldeman and Chuong discuss two different kinds of approaches to staff/professional development and building the “human capital” necessary for schools to make improvements. As you read, pay particular attention to the particular kinds of activities staff are engaged in each approach. What theories of adult learning and development do they suggest?

On November 12th, work with the other members of your group to outline the different theories of action of a district-wide approach to professional development and a district-wide approach to teacher evaluation and their strengths and weaknesses, and list any questions you have that you would like to pursue further on December 3rd.

Key questions:

  • What are the goals of the two approaches?
  • What are their key strategies?
  • What do these strategies suggest about what’s needed to support teacher development?
  • What do you see as the advantages, challenges of each?
  • What questions or issues would you like to pursue further?

 

Assessment and Accountability

How should a school be assessed and to whom is it accountable?

Required:

Darling-Hammond, L. & Snyder, J. (1992). Reframing accountability: Creating learner-centered schools.” In Ann Lieberman (ed.), The changing context of teaching, Ninety-first Yearbook of the National Society for the Study of Education, 11-36. Chicago: University of Chicago Press. *on e-reserves

Abelman, C. & Elmore, R. (1999) “When accountability knocks, will anyone answer?”

Hatch, T. (2013). Responsibility and accountability in (a Norwegian) context. In M. Kornhaber & E. Winner, E. (Eds.), Mind, work, and lifeResponsibility and Accountability in (a Norwegian) Context

 

Recommended for December 3rd:

Furman, S. (1999) The New Accountability. Consortium for Policy Research in Education, University of Pennsylvania.

Hatch, T. (2009). “Managing the external environment.” Chapter 6 in Managing to change: How schools can survive (and sometimes thrive) in turbulent times. New York: Teachers College Press. *on e-reserves

McDonald, J. The dilemmas of planning backwards. Providence, RI: Coalition of Essential Schools.  *on e-reserves

As you read, pay particular attention to the different kinds of accountability and accountability mechanisms that Darling-Hammond and Snyder discuss and consider how they apply in Abelman and Elmore’s discussion of accountability in schools in the US and Hatch’s discussion of the accountability-related systems in Norway and elsewhere. Note as well the key distinctions that Abelman and Elmore make between “internal” and “external” accountability and that Hatch makes between “answerability” for individual tasks and goals ad “responsibility” for broader goals and collective purposes. What different goals and theories of action are suggested by these distinctions?

On November 12th, drawing on the readings and your own experiences/knowledge, work with the other members of your group to outline the different theories of action of a test-based approach to accountability like that of NCLB and of the Norwegian approach that Hatch describes. Consider their strengths and weaknesses, and list any questions you have that you would like to pursue further on December 3rd.

 

Key questions:

  • What are the goals of the two approaches?
  • What are their key strategies?
  • What do these strategies suggest about what teachers/schools need to do to improve?
  • What do you see as the advantages, challenges of each?
  • What questions or issues would you like to pursue further?

 

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