Monitoring Project CANAL: Training Activities (February 2-June 18, 1990). Second Quarter, Year 3 Progress Report.

Autor/inn/en	Davidson, Mary E.; und weitere
Institution	Chicago Public Schools, IL. Monitoring Commission for Desegregation Implementation.
Titel	Monitoring Project CANAL: Training Activities (February 2-June 18, 1990). Second Quarter, Year 3 Progress Report.
Quelle	(1992), (92 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Attendance; Desegregation Plans; Elementary School Teachers; Elementary Secondary Education; Inservice Education; Principals; Professional Development; Program Evaluation; School Based Management; School Desegregation; School Districts; Secondary School Teachers; Staff Development; Training; Urban Schools; Workshops + Suchen Sie Ihr Suchwort? Anwesenheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Berufsbegleitende Ausbildung; Principal; Schulleiter; Programme evaluation; Programmevaluation; Integrative Schule; School district; Schulbezirk; Personnel development; Personalentwicklung; Ausbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernwerkstatt; Schulung
Abstract	Project Creating a New Approach to Learning (CANAL) was established under the agreement between the United States and the Chicago (Illinois) Board of Education to relieve the effects of segregation in Chicago schools. This report summarizes the participation of CANAL schools in training activities offered by Project CANAL from February 2 through June 18, 1990. The training is seen as essential for implementing the project's model for school-based management based on principles of shared decision making. Training sessions included total site training for the 41 CANAL schools, as follows: (1) three workshops for parent liaisons; (2) a student workshop; (3) three Paideia (Socratic teaching method) seminars; (4) three workshops for school-based evaluators, core planning team (CPT) chairs, and process evaluators; (5) two sessions for high school department chairs; (6) three sessions for high school principals; (7) three sessions for elementary school principals; (8) a workshop for school engineers; (9) a workshop for other participants; and (10) workshops for CPTs from all 41 schools. Attendance data from these training sessions indicate no improvement over past experience in participation by CPT members. The limited participation of principals, teachers, ancillary staff, parents, and community members suggests a serious disjunction between the training plans of Project CANAL and the commitment of CANAL schools to participate in these activities. There are 23 tables of attendance data and an appendix detailing the project budget. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC