School Improvement

Catalog description

The course examines how educational leaders at all levels can determine, promote, support, and achieve successful school improvement. EDLDR 559 School Improvement (3) The last 20 years have witnessed unparalleled efforts to improve schools and raise student achievement. These initiatives include but are not limited to: (1) new content standards for mathematics, science, English, and social studies (2) increased requirements for high school graduation, (3) reduced class sizes, especially in the early grades, (4) new high-stakes state testing and assessment programs, and (5) the performance-based accountability requirements set by No Child Left Behind. Yet, despite all this activity and attention, significant changes in student achievement and in basic school practices have been slow at best. While there has been some improvement, success has been largely scant and spotty.The reasons for slow progress are many and complex. However, one that is receiving growing attention is the need for stronger school leaders (including teachers, principals, superintendents, and other educators) who can direct and implement changes in curriculum, instruction, and school organization. There is growing consensus in the research literature that school improvement and school leadership are largely inseparable - that leadership is a critical element in order for schools to improve. While focusing on leadership without attending to the many other conditions that affect school effectiveness is not productive, it is clear that leadership is an important ingredient in the mix of strategies for improving schools.The course addresses three major questions: (1) What is school improvement? (2) What does it involve? (3) How do we do it? To accomplish this, the course first focuses on several general models developed for school improvement purposes. After this the focus shifts to an examination of the component pieces of school improvement, including leadership, professional development/professional learning communities, and a focus on teaching and learning (including standards, instruction, and assessments). All these are connected the larger discussion of what education leaders need to know and be able to do to strengthen instruction and raise student achievement. If leaders are to nurture better teaching and learning, they will need greater familiarity with promising instructional approaches, new curricular materials, and ways to adapt them to a particular school's circumstances.