Aim Higher: Lofty Goals and an Aligned System Keep a High Performer on Top

Autor/in	McCommons, David P.
Titel	Aim Higher: Lofty Goals and an Aligned System Keep a High Performer on Top
Quelle	In: Journal of Staff Development, 35 (2014) 1, S.12-14 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	School Districts; Public Schools; Academic Achievement; High Achievement; Elementary Secondary Education; State Standards; School Effectiveness; Individualized Instruction; Capacity Building; Teacher Administrator Relationship; Supervision; Administrator Role; Pennsylvania + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Public school; Öffentliche Schule; Schulleistung; Schuleffizienz; Individualisierender Unterricht
Abstract	Every school district is feeling the pressure to ensure higher academic achievement for all students. A focus on professional learning for an administrative team not only improves student learning and achievement, but also assists in developing a systemic approach for continued success. This is how the Fox Chapel Area School District in Pennsylvania propels the high-performing district forward. Fox Chapel Area School District is a nationally recognized, award-winning public school district with high student achievement. Located in a suburban community about 11 miles northeast of Pittsburgh, the district encompasses an area of 36 square miles with 30,000 residents. Six municipalities (the boroughs of Aspinwall, Blawnox, Fox Chapel, and Sharpsburg, and the townships of Indiana and O'Hara) comprise the district and represent a wide range of social, economic, cultural, and religious backgrounds. The district operates six schools: four elementary K-5 schools, one grades 6-8 middle school and one grades 9-12 high school. The schools provide a comprehensive array of educational opportunities to serve the needs of its 4,200 students and meet the high expectations of area residents. The district has consistently exceeded state assessment targets. Over the last three years, state assessment results continue to improve. However, annual gains have gotten smaller. This trend is attributed to the nearness of the district's scores to the ceiling score, which is 100% of students demonstrating proficiency. In 2011, 89% of students in grades 3-8 and 11 were proficient or advanced in math and 90% in reading. The district's high level of achievement is attributed to the alignment of systems such as curriculum, instruction, assessment, professional learning, supervision, and resources with the vision, mission, core values, and beliefs outlined in the strategic plan. The administrative team and teacher leaders work collaboratively to assure that goals, action plans, and strategies among these systems are cohesive. This article provides a look at how the district aligned the content and processes of professional learning and supervision to foster organizational change. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10