C&T4005 Syllabus: Fall 2004

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PART I: Key issues and concerns in school reform and school change

WEEK 1 / September 8: Why Change? Why Not?

Printable Syllabus (PDF)

Overview of the course and key issues in school change. Participants will be introduced to the debates around whether or not schools have improved.

Designs for New Schools

WEEK 2 / September 15: What's involved in change?

Required: Fullan, M. (1998). Change forces: The sequel. London: Falmer press (excerpts). Senge, P. The Fifth Discipline. (excerpt).

Due: 2-3 page letters

Resources on Change

WEEK 3 / September 22: What has changed? What hasn't?

A brief history of key events and issues in school reform: "Incremental" vs. "radical" change; how reforms change schools and schools change reforms; predictable failures, forgotten changes; and the grammar of schooling.

Required: Tyack, D. & Cuban, L. (1995). Tinkering Toward Utopia: A Century of Public School Reform. Cambridge: Harvard University Press. Chapters 1-4.

Due: 1 page reading reflection

History Resources

WEEK 4 / September 29 : What should change? Examining how the assumptions behind school reform efforts have changed.

Required: Hatch, T. (1998). "The Differences in Theory that Matter in the Practice of School Improvement," American Journal of Education, 35 : 3-31.

Selected documents: A Nation at Risk, Goals 2000, Comprehensive School Reform Demonstration Program , NCLB

Theories of Action (PDF)

Timeline of Reforms (PDF)

Due: Lists of group members for school design.
Due: 1 page reading reflection/theory of action analysis

Related Resources

WEEK 5 / October 6: Why don't schools change? The perils and the promise of school reform.

Required: Cohen, David (1990). "A Revolution in One Classroom: The Case of Mrs. Oublier." Educational Evaluation Policy Analysis, 12.

Elmore, R. (2003). "Change and improvement in education." In David Gordon (Ed.). A Nation Reformed? Cambridge: Harvard Education Press.

Payne, C. & Kwabe, "So Much Reform, So Little Change."

Evans, R. (1996). "Reach and realism, experience and hope." In The Human Side of School Change. San Francisco: Jossey-Bass, p. 289-299.

Due: 1 page reading reflection.

Centers for Research and Evaluation

PART II: How can we change schools? Whole schools, small schools, and comprehensive reform.

WEEK 6 / October 13: What are the essential elements for changing whole schools? What does “radical” redesign entail? Discussion of the key elements of small schools and radical redesigns.

Required: Darling-Hammond, L. (1997). The right to learn. San Francisco: Jossey-Bass, 148-210.
Selected school proposals and designs: Richmond School Design Proposal (PDF); Socrates School Design (PDF).

We will discuss the strengths and weaknesses of several design proposals in order to develop criteria for judging school designs/reforms, groups will also have a chance to meet and plan for the development of their context and vision statement.

Resources for local and national school information

WEEK 7 / October 20: Setting the stage for school design: Participants will research the context/setting/community of their school.

Due: 2-3 page context and vision statement: initial statement should include descriptions of the key problems and opportunities in the setting and an outline of the vision.

In class presentations of contexts and initial visions.

Resources for School Design

WEEK 8/ October 27: The culture of schools and the problems of change.

Required: Berger, R. A culture of quality. Providence, RI: Annenberg Institute for School Reform. (13-51).

Cone, J. "Co-constructing low achievement." Unpublished monograph.

Evans, R. (2001). "The Culture of Resistance." In L. Iura (Ed.), The Jossey-Bass Reader on School Reform. San Francisco: Jossey-Bass.
Recommended: New York Times magazine article on Celebration, “The Magical Mouse” information on Celebration; The official Celebration website; The Celebration School website; a Celebration 2nd grade class.

Websites/Videos of Teachers Documenting their Work in Reforming Schools

Constructing urban high school students as achievers.

From classroom to community, transforming teaching and learning.

The development of the standards and exhibition process at the Mission Hill School.

WEEK 9 / November 3: Curriculum, instruction, and “whole-school” reform.

Required: Traub, J. (1999). Better by design: A consumer's guide to schoolwide reform. Washington D.C.: The Thomas B. Fordham Foundation.
Selected readings from reform programs.

Whole-School Reform Programs

WEEK 10 / November 10: Staffing, teacher learning, and professional development.

Required: Elmore, R. & Birney, D. (1997). "Investing in teacher learning." National Commission and America's Future. (if this doesn’t work, go to the NCTAF site and search for Elmore)
Milken, L. (2002). Growth of the Teacher Advancement Program (PDF) (note: you may need to register in order to access this publication). You can learn more about the approach in general and get latest information at: http://www.mff.org/tap/tap.taf
Alliance for Excellent Education (2004). Tapping the Potential: Retaining and Developing High Quality New Teachers. or directly at: http://www.all4ed.org/publications/TappingThePotential/TappingThePotential.pdf (PDF)

WEEK 11 / November 17: Initial Design Overviews.

DUE: 3-5 page design overviews

WEEK 12 / November 24: Thanksgiving Break.

No Class.

WEEK 13 / December 1: Community Involvement and School Change: What roles are there for parents and community members in schools? What role is there for schools in the community?

Required: Hatch, T. (1998). "How community action contributes to achievement." Educational Leadership, 55 (8), 23-64.
Mediratta, K., and Fruchter, N. (2001). "Mapping the Field of Organizing for School Improvement: A Report on Education Organizing in Baltimore, Chicago, Los Angeles, the Mississippi Delta, New York City, Philadelphia, San Francisco and Washington, D.C."(PDF) New York: Institute for Education and Social Policy, New York University. 30-60.
Cases of Community Organizing, including:
Shirley, D. (2002). Valley Interfaith and School Reform: Organizing for Power in South Texas. Austin: University of Texas Press, p.146-180. (For a related piece see also:
Stone, Clarence. “Civic cooperation in El Paso.” Annenberg Institute for School Reform.)
Mediratta, K. and Karp, J. (2003). “Parent power and urban school reform: The story of Mothers on the Move.” New York University, Institute for Education and Social Policy.
Zachary, E. & Olatoye, S. (2001). “Community Organizing for School Improvement in the South Bronx." New York University, Institute for Education and Social Policy.

Resources for Community Organizing and School Reform

WEEK 14 / December 8: Assessment and Accountability. Participants will consider different aspects of assessment and accountability including assessment for students and teachers and accountability to the community and relevant authorities.

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.
McDonald, J. (1993). The dilemmas of planning backwards. Providence, RI: Coalition of Essential Schools.
Recommended: Rothman, R. (2001). “150 years of testing.” In Lesley Iura (ed.), The Jossey-Bass Reader on School Reform. San Francisco: Jossey-Bass, 2001.

Resources on Testing

Sample Exams

WEEK 15 / December 15: Final design presentations, part I: Poster presentations and discussions of the evolution and key changes made in the school designs. Final design presentations, part I.

WEEK 16 / December 22: Final design presentations, part II.
Due December 22nd by 5 PM: Final school design proposals.

Fall 2004	C&T 4004: School Improvement	Thomas Hatch, Teachers College