The first issue that hits home is the systemic change explanation. In Michigan, all schools are being affected by the “statewide policy systemic change”. The state has recently changes the graduation requirements for all high school students. The requirements have become more intense with more classes geared toward college bound students. For a lot of students, this is a good thing. It forces them to take the classes they will need to succeed in higher education. On the flip side, for students who are not planning to go on to a college or university, there changes can hinder their future. Let me explain, there are students who can succeed with effort. The motivation comes from the fact that if they don’t take all of these required classes, they don’t get a diploma. This program is good for them. There are those students who simply cannot pass certain classes, no matter how hard they try. These are kids with learning difficulties (who do not, BUT SHOULD) qualify for special education programs. There are low performing students who perform to their I.Q. level. If a student’s level is at 4th grade, even though they are in 8th grade, and he performs at a 4th grade level he won’t qualify for special education. [Keep in mind, this is a very base explanation of the system as it was explained to me.] These kids are now expected to complete the college prep. classes in order to get a diploma with a state seal. For some people, this is impossible. However, the statewide policy systemic change says this is where all schools need to be. (I’ve heard the state is reconsidering some of these graduation requirements.) This statewide change has initiated District and Schoolwide systemic changes. Our school has considered either going to trimesters or increasing out school day from 6 periods to seven in order to keep up with the state mandate. I am trying to reserve judgment. I am but a junior high teacher and am not affected by the new statewide systemic change. Yeah right! I, as well as the other junior high teachers, am working to help the school develop a course of action to help all of our students achieve to the best of their ability and walk out of our school with a state seal on their diplomas.
The other trend that hit home is the product vs. process approaches to change. The school at which I work is involved with an accreditation program. The goal of the program is the product of having a more successful school, based on two or three areas in which the school decides it need to improve. We set up teams from the top; principals of all schools in the district and the superintendent; teachers to over see the process; teams (involving all of the teachers from the schools) with a team leader to plan and help others implement the changes. It sounds great in theory; however, I believe we would have much better results if we followed the Step-Up-To Excellence approach. The way we have been trying to improve our school, over the past seven years, has not done much. I have not seen any real changes at all. On paper we look good, the place granting us the accreditation said we are doing a great job and gave us the accreditation. (They also showed us how to show positive results in out final report.) But, if you asked me and I could talk anonymously, I would have to say that our school has taken a downward turn in the last five years. A lot of it has to do with the lack of money in the school system, but some of it is that this process we are using, is not really working. The product is not there. I truly believe that our school is trying to do the right thing. If the could adopt the Step-Up-To Excellence approach, with its many teams and roles, our school would have a better chance of making changes for the better that would actually work, not just look good on paper.
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4 comments:
I believe you and I are teaching in the same type of social-economic demographic school system. Some of our kids will go to college, others not a chance.
As for the money needed to create change in a school district, with the economy the way it is, there won't be much any time soon I'm afraid.
Boy do I know about the college track for high school students. At my sons high school, they are required to choose a track apon entering their freshman year. This track can not be changed later and effects the number of credits needed for graduation. If a student is not doing well in the "college track," oh well, he/she is stuck there and it has caused some to not graduate.
It's so sad how schools are more concerned about how they look on paper rather than how the students are performing (the "products they are producing"). I think schools have the right idea, but with the way that the government is funding schools they really have no choice but to be concerned with how they look on paper. It's sad that it has to be that way. I hate that politicians have such a large say in how our schools should be run when really they have very little idea how education should work. When the schools can focus more on the students and less on how they look on paper then we will see real change.
I definitely know where you are coming from. In response to your issue about state standards increasing, I feel very similar to what you stated. Putting all these requirements on the school and students is causing us to do more with less resources, and there's a point where it is just not possible to do it all. In response to your accreditation comments, I know what you mean there too! When I dealt with it, as you read in my blog, it went fairly smooth because of how we set it up, but there were things involved that shouldn't have been. If everyone puts in a decent effort, and the groups learns from previous mistakes, things are bound to get better. I definitely see some benefits, and you're right.... if it weren't for the accreditation, I'm not sure those things would be happening. :)
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