Collaborative Models To Promote Equity and Excellence for All Children.

Autor/inn/en	O'Donoghue, Rosalie; Ragland, Mary
Titel	Collaborative Models To Promote Equity and Excellence for All Children.
Quelle	(1998), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Cooperation; Educational Change; Educational Planning; Elementary Secondary Education; Instructional Leadership; Models; Rural Schools; School Restructuring; Suburban Schools; Teamwork; Technical Assistance; Texas + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Bildungsreform; Bildungsplanung; Instruction; Leadership; Bildung; Erziehung; Führung; Analogiemodell; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulreformplan; Schulumwandlung; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Technische Hilfe
Abstract	This paper reports preliminary results of two models of school reform initiated in Texas during the summer of 1997. The Texas Accelerated Schools Model began with an intense 5-day training of school teams from schools that had completed a "buy-in" process, along with their external coach, The Schoolwide Planning Summer Institutes began with an intense 2-day planning institute in which school teams collaborated with support teams to design plans for school reform that would incorporate federal, local, and district expectations for school reform. Additional support was available as needed. The study involved collecting data from participants throughout the process in sites that included schoolwide Title I programs, rural, urban, and suburban schools at elementary, middle, and high school levels. Participants included teachers, parents, principals, and other administrators. Study findings indicate the importance of participation by the school principal and the usefulness of including a central office administrator in the school team. Also important was providing definite times and places for school teams to work together. Effective teams viewed their coach or support team member as a source of information and support, not as someone to dictate reforms. A comparison of the weekly and as-needed forms of support suggests that the weekly coach was more likely to be considered an integral part of the reform effort. While both collaborative models were effective in developing relationships, creating teams, and assisting those teams to develop plans, the intensity of the training provided by the Accelerated Schools model and the weekly followup support enabled those teams to address their issues in greater depth and to move forward more smoothly. (Contains 14 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC