Académique Documents
Professionnel Documents
Culture Documents
PART 5 By: John Briody, Joe Pizzuto-Pomaco, Stephanie Worth, David Dieva, and Jennifer Daniels
ROADS TO REFORM
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Drive-By School Reforms by Stan Karp Reconstituting Jefferson: Lessons on School Reform by Linda Christensen Money, Schools, and Justice by Stan Karp Teacher Councils: Tools for Change by Bob Peterson Summer Camp for Teachers: Alternative Staff Development by S.J. Childs Survival and Justice: Twin Goals for Teacher Unions by Bob Peterson Confronting Racism, Promoting Respect by Tom McKenna
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THE DUAL CHARACTER OF SCHOOL REFORM: REINFORCING THE STATUS QUO VS. PROMOTING SOCIAL JUSTICE
LINDA CHRISTENSEN
Definition of Reconstitution: The replacing of the entire staffadministrators, teachers, custodians, secretarieswith a new staff. Why???? The problems of the school are caused by the staffs incompetence.
LESSONS LEARNED
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Overview of court rulings over the past 40 years which have significantly impacted education 1973, Rodriguez v. San Antonio, SCOTUS declares that education is not a fundamental right protected by the U.S. Constitution This leaves the legal battles in states courts Inequities in education traced to wide gaps in perpupil spending and funding systems that rely heavily on unequal property tax bases
NJ state supreme Court has declared NJs finance system legally inadequate (Abbot) Yet the state struggles to devise an equitable funding formula
Court rulings are insufficient to assure equity because some governors and legislators evade or limit impact of court orders Some feel courts should not legislate
Anti-tax populism
Proposition 13 1978 California ballot initiative that capped property taxes Tax revolt in New Jersey where school funding is based on local property taxes
Budget-cutting agenda
Equity agenda
We see school finance reform as essential to reform ineffective school districts and compensate for effects of poverty, racial and class injustices
In Milwaukee (early 1990s) a teacher inservice was the start of various teacher-led councils to attempt to improve inner-city teaching and ultimately antiracism amongst the public schools.
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The original councils included the: Multicultural Curriculum Council Whole Language Council Early Childhood Council Undergraded/Multi-Age Council Humanities Council
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Then eventually included: Bilingual Council Library Council Reading Council Health Council
In 1994 a Council of Councils was formed to improve their ability to learn from one another. However, the councils fell short of their promise and reasons were worth examining. Before the councils began to fade they did great work. The councils strength was that they gave an official forum for classroom teachers to comment on different issues and to influence district policy in the Milwaukee public schools. The councils viewed teachers as the experts and allowed for teachers teaching other teachers, workshops, organizing conferences & inservices and developing materials. In fact, the workshops and overall result of what the councils could provide to its teachers were viewed far more appropriate and useful than the workshops/inservices the district would provide on their own (not led by teachers).
Language Arts Curriculum Specialist Revised and Critiqued the Literacy Program She wanted teachers to reflect, organize, and develop a new form for creating and developing lessons.
LINDA CHRISTENSEN
High School in Portland, Oregon Teachers attended a Summer Literacy Program called Summer Camp. 1. One week intensive collaboration Developing curriculum units and workshops around multi-cultural texts Ongoing Staff Development process on Local Teacher Experts (normally outside experts) Promotes collaboration, New Teacher training New and Veteran Teachers will help guide the new curriculum
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1st: Research Literacy, Language, and Achievement 2nd: Teacher sharing lessons, reflections, and critical analysis 3rd: Teams of teachers develop units filled with literacy lessons and strategies
DISTRICT-WIDE REFORM
Institute
Include more culturally diverse readings that raise social justice issues Linking Literature to their lives and broaden our society.
STAFF DEVELOPMENT
Schools wanted their own teachers to lead and run the in-services days rather than hiring outside people to run the programs.
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Teachers would feel they get more out of the inservice days than with outside experts. Less expensive and be able to save money for other uses, such as books and creating curriculums for the school
LITERACY PROGRAM
Teachers:
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share the best practices Provide the best forum for developing new curriculum Re-energizes teachers
Teachers lending a lesson to others has resulted in a district wide sharing community among schools.
Linda Christensen quoted, On my own, it look a long time to gather my tricks together. She also stated, The Summer Literacy Institute and the workshop days through the year give me that chance.
INDUSTRIAL UNIONISM
Focuses on defending working conditions and rights of teachers Key strengths of unions has been organizing and winning the right to collectively bargain Shortcomings: restrictive state laws, kids are secondary, fails to address broader educational and professional issues
PROFESSIONAL UNIONISM
Agrees with industrial union but also addresses that unions play a leading role in professional issues Defends teachers and students High standards for teachers Shortcomings: downplays social justice
100 Workshops/year