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Overview of the course and key issues in school change. Participants will be introduced to the debates around whether or not schools have improved.
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Designs for New Schools
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WEEK 2 / September 14: 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
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WEEK 3 / September 21: 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.
Panel of Local School Reformers
Due: 2 page reading reflection |
History Resources
Panel Resources
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WEEK 4 / September 28: What should change? Examining how the assumptions behind school reform efforts have changed.
Due: 2 page Theory of Action analysis
In 2 pages, reflect on your understanding of the assumptions, goals and theories behind Goals 2000 and the NCLB legislation. Have they changed? If so, in what ways?
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Related Resources
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WEEK 5 / October 5: 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: Reading Reflection
As you read, think about the significant similarities and differences between these authors' views of recent school reform efforts? Do they focus on the same problems? What do they leave out...?
Write a 1-2 page reflection that draws on their analyses to help you explain your experiences with a reform effort (or one we discussed in class)? What aspects of their analyses help you to explain what happened (or will happen) to the reform effort? What aspects of these reform efforts do they leave out or ignore?
Due: Lists of group members for school design. |
Centers for Research and Evaluation
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WEEK 6 / October 12: Setting the stage for school design: What can new schools look like?
Due: School Visit Memo
In 3 pages or less, describe some aspect(s) of the school that you find particularly, different, unique or interesting. How are the purposes and values of the school reflected in these aspects? What are the key challenges or lessons from this school for others? |
Resources for local and national school information
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WEEK 7 / October 19: What are schools for? A discussion with Deborah Meier
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Resources for Deborah Meier
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WEEK 8 / October 26: Curriculum, instruction, and “whole-school” reform.
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Whole-School Reform Programs
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WEEK 9 / November 2: Initial Design Overviews
Criteria for judging the design proposals and their evolution
DUE: 1 page executive summary of design proposal |
Information and Statistics on Public Schools
Budget Resources
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WEEK 10/ November 9: The culture of schools and the problems of change.
DUE: 5-7 page design overviews |
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.
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The development of the standards and exhibition process at the Mission Hill School. |
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WEEK 11 / November 16: 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:
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. |
Reading Guide |
Resources for Community Organizing and School Reform
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November 23: Thanksgiving Break.
No Class. |
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WEEK 12 / November 30: 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)
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| 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 |
| Lieberman, A. 1995. "Practices that Support Teacher Development: Transforming Conceptions of Professional Learning," Phi Delta Kappan, 76 (8), 591-596. (on e-reserve) |
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WEEK 13 / December 7: 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. |
| Abelman, C. & Elmore, R. (1999) "When accountability knocks, will anyone answer? |
| Furman, S. (1999) "The New Accountability" Consortium for Policy Research in Education University of Pennsylvania |
| McDonald, J. (1993). The dilemmas of planning backwards. Providence, RI: Coalition of Essential Schools (on e-reserve). |
| Davidson, J. Conditions for small school success in Boston : Lessons from the Pilot Schools. Horace (Summer 2005). (on e-reserve) |
French, D. Pilot Schools: A new vision for urban public schools. ECS Governance Notes (November 2003). |
Hendrie, C. 30 NYC schools gain autonomy from rules by promising results. Education Week (September 29, 2004). (on e-reserve) |
Horace talks with Eric Nadelstern: New York City 's Autonomy Zone. Horace (Summer 2005). (on e-reserve) |
Principals bask in freedom of Autonomy Zones. Insideschools.org (February 2005). |
Recommended:
Rothman, R. (2001). “150 years of testing.” In Lesley Iura (ed.), The Jossey-Bass Reader on School Reform. San Francisco: Jossey-Bass, 2001. |
Reading Guide |
Resources on Testing
Alternative Accountablity Designs
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WEEK 14 / December 14: Final design presentations
Sample Budget for Design Proposal
Due: Final Design Proposals
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WEEK 15 / December 21: Reflection
Critique Assignment
Due: 2-4 page Critique
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