Planning That Matters: Helping Schools Engage in Collaborative, Strategic Problem Solving. Policy Brief

Autor/in	Jerald, Craig
Titel	Planning That Matters: Helping Schools Engage in Collaborative, Strategic Problem Solving. Policy Brief
Quelle	(2005), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Politics of Education; Educational Change; Academic Achievement; Educational Improvement; Participative Decision Making; Problem Solving; Strategic Planning; Kentucky + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Bildungsreform; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Problemlösen; Strategy; Planning; Strategie; Planung
Abstract	Earlier this year, the Prichard Committee for Academic Excellence released a report highlighting practices in Kentucky's high-performing, high-poverty schools. Researchers collected information using the same audit tool that the Kentucky Department of Education uses to diagnose problems in schools identified for improvement, then compared those results with similar information amassed by state-conducted audits of low-performing schools. The analysis yielded some unanticipated results. While the successful schools scored well on some areas of the audit, they did not score well on indicators related to comprehensive planning. Indeed, the data revealed no significant difference between high- and low-performing schools on any of 16 indicators measuring how well schools had followed the recommended process for creating Comprehensive School Improvement Plans. What can this mean? Do high-performing schools really not bother to engage in systematic planning? Is there no real relationship between good planning and measurable school improvement? The answer, of course, is no. The same study revealed that high-performing schools engage in more collaborative decision making, work harder to connect professional development to student achievement data, and make more efficient use of time and resources. None of those activities is possible, or at least possible to do well, without serious and thoughtful planning. (Contains 18 endnotes.) [This document was produced by The Center for Comprehensive School Reform and Improvement, administered by Learning Point Associates in partnership with the Southwest Educational Development Laboratory (SEDL) and WestEd, under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.] (ERIC).
Anmerkungen	Center for Comprehensive School Reform and Improvement. 1100 17th Street NW Suite 500, Washington, DC 20035. Tel: 877-277-2744; Web site: http://www.centerforcsri.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10