Seaford Middle School: One Tough Team

Autor/inn/en	Rourke, James; Boone, Elizabeth
Titel	Seaford Middle School: One Tough Team
Quelle	In: Principal Leadership, 9 (2009) 10, S.32-35 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Principals; Instructional Leadership; School Personnel; Middle School Teachers; Family School Relationship; School Community Relationship; Parents; Parent Participation; Student Participation; Educational Environment; Rewards; Prosocial Behavior; Reading Improvement; Scores; Mathematics Achievement; Power Structure; Participative Decision Making; Curriculum Development; Student Evaluation; Delaware + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Schulpersonal; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Eltern; Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Reward; Belohnung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulnote; Studentische Bewertung
Abstract	When Stephanie Smith became the principal of Seaford (Delaware) Middle School four years ago, she was told to accept the fact that the school would never be able to change its status as a school that needed to improve. She did not accept that. To improve performance levels, she set the expectations high. Her defiance paid off: the school is now rated "commendable" and the staff members, students, and parents are justifiably proud of their accomplishments. Student achievement has improved, the school climate is more positive, and the school reaches out to parents and the community. Early in her principalship, Smith accepted a $25,000 grant from the Wallace Foundation to train her staff members in the tenets of distributive leadership. A schoolwide emphasis on changing the school's climate also contributed to Seaford's improvement. The school adopted a positive behavior system to give staff members ways to reward students for appropriate behavior and to emphasize pride in their school. In addition, Seaford reached out to parents and community members, drawing them in to support the school's new atmosphere. As a result, staff members find that they're less likely to leave Seaford and more excited to be part of the changes in the school. Strong leadership and the full participation of students, staff members, and the community are getting outstanding results. Students' academic achievement continues to improve--the school has seen a 15% gain in three years in its reading scores and a 14% gain in mathematics over the same time period. (ERIC).
Anmerkungen	National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10