Michigan Schools of the Future Task Force Report: Focus on Restructuring.

Institution	Michigan Association of Secondary School Principals, Ann Arbor.
Titel	Michigan Schools of the Future Task Force Report: Focus on Restructuring.
Quelle	(1990), (30 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Change Strategies; Competency Based Education; Educational Change; Educational Improvement; Educational Objectives; Educational Trends; Futures (of Society); Instructional Leadership; Models; Participative Decision Making; Research Utilization; School Effectiveness; School Responsibility; School Restructuring; Secondary Education; Thinking Skills; Michigan + Suchen Sie Ihr Suchwort? Lösungsstrategie; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsentwicklung; Future; Society; Zukunft; Instruction; Leadership; Bildung; Erziehung; Führung; Analogiemodell; Forschungsumsetzung; Schuleffizienz; Schulreformplan; Schulumwandlung; Sekundarbereich; Denkfähigkeit
Abstract	This monograph is written to be used by school personnel and is a compilation of many ideas. The first chapter discusses the two key ingredients that school districts must consider to promote restructuring: leadership and teacher participation. Eight steps in the process and planning of restructuring are listed. As schools begin the process of restructuring, student achievement based on specific outcomes (competency-based education) will determine the direction this process takes. Chapter 2 concerns competency-based education and lists the following five categories in which students must develop proficiencies before exiting school: (1) higher order thinking/learning skills; (2) cognitive skills and behaviors; (3) social skills; (4) technological skills; and (5) life-management skills. Individual schools must develop specific skills for which students must demonstrate proficiency. The changes through restructuring listed in chapter 3 are concrete examples of what could and should happen if the principles of effective schools, school improvement, and the Coalition of Essential Schools are adopted. Examples are grouped into categories of content, people, place, and time. Six appendices contain summaries and adaptations of relevant resources. (70 references) (MLF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC