By Jean Wilson Houck, Kathleen C. Cohn, Carl A. Cohn
This well timed publication describes the teachings realized from the lengthy seashore schooling Partnership, one among he so much winning Pre-K via college partnerships within the usa. It offers examples of top practices and powerful concepts to lead to systemic switch to enhance scholar fulfillment.
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Additional info for Partnering to Lead Educational Renewal: High-Quality Students, High-Quality Teachers
Long Beach mirrored the state and the nation in three key high school benchmarks: • Standardized test scores and NAEP scores for high schools showed less progress than those for elementary and middle schools. • Reading levels of high school students, when we bothered to measure them, appeared alarmingly low—ranging down to second- and thirdgrade levels. • The percentages of students arriving on college campuses with remedial needs were alarmingly high—over 50%. Under the leadership of H. J. Green, the high school assistant superintendent, it was time for an attempt at high school reform.
Funds were available to do this, but principals objected that they could not spare a teacher from the classrooms. This was a good idea, but impractical in context. This unworkable proposal from the university did not derail the larger project, but only because conversations continued in an effort to find a workable strategy. A certain amount of “hanging in there” is necessary to make a partnership work. Ultimately, the success of the Long Beach Education Partnership has been based on a considerable measure of trust that has grown out of stable relationships between human beings.
The number of students taking algebra has increased 33% from 1998 to 2001. Teachers who once struggled with understanding the word standards now easily converse about benchmarks, performance assessments, rubrics, essential questions, curriculum maps, and student proficiency. It has taken years, but the middle schools are finally on their way. DISTRICT PROFESSIONAL DEVELOPMENT PROJECTS What’s the Plan? Teachers, administrators, and university faculty often expressed frustration over the lack of alignment among pre-service training, professional development, student needs, and teacher needs.