Literaturnachweis - Detailanzeige
| Autor/in | Colvin, Richard Lee |
|---|---|
| Titel | Continuing Change in Newark: To Protect Reform, Chris Cerf Builds Collaborative Relationships |
| Quelle | In: Education Next, 16 (2016) 4, S.36-43 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-9664 |
| Schlagwörter | Public Schools; Expenditure per Student; Charter Schools; Educational Change; Educational Practices; Administrative Principles; Politics of Education; Change Agents; Access to Education; State School District Relationship; State Regulation; Compliance (Legal); Educational Administration; New Jersey (Newark) |
| Abstract | This article reports on the efforts of Christopher Cerf, the state-appointed superintendent of Newark Public Schools (New Jersey), to protect reform and build collaborative relationships. His tenure followed the controversial leadership of the former superintendent that had enacted a series of unpopular initiatives, including a new citywide enrollment plan, a lottery that allowed parents to choose any traditional or charter school in the city, closures of under-enrolled or poorly performing schools, mass firings of teachers and principals, and a new merit-pay program for teachers. From the start, Superintendent Cerf understood that he had to take a different approach from the past and do all he could to smooth the political waters. Cerf's job was to make sure positive changes took root, grew, and eventually bore fruit. This included: (1) giving every student in the city a chance to attend a successful school; and (2) meeting state requirements that would allow the district to regain local control. Cerf's tenure has focused on "listening before acting," and there are signs that factionalism in the city may be easing. (ERIC). |
| Anmerkungen | Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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