Teacher Leadership

School Reform Policy
Natasha Space
Seminars in Teacher Leadership, EDU 558
Week 3, Assignment 1
Professor:

School Reform Policy

School reform includes a number of programs and policies. A reform normally changes or affects the way a school is ran; there are two types of reforms; one deals with curriculum the other administration. Today, many school reforms are driven by the idea that U.S. students need to be more competitive. To retain this country 's international leadership, our schools must prepare all students to be productive in the world marketplace. In a highly competitive world economy, business leaders are concerned about the future of our workforce. Educators think we expect too little from our children. Basic skills are no longer enough. Students need not only to have a good understanding of the core academic subjects, they must also be able to solve problems, make decisions, and be prepared for responsible citizenship and productive employment in our nation 's modern economy (What does School Reform means to my neighborhood Schools?, 2010). The purpose of the paper is to discuss standard school base reform; its beginning and how it affects the students today. During the 1980 President Regan decided to abolish the Federal Department of Education and to turn education back into the hands of the localities and the state. During these years there were also dramatic changes in ideas about the purposes and content of schooling. By the end of Regan terms school researchers came to the conclusion that basic skills was no longer sufficient enough to be competitive globally. They contended that teaching should be more deeply rooted in the disciplines and much more demanding. Teachers should be able to help students understand mathematical concepts, interpret serious concepts, write creatively and converse thoughtfully about science and history. Reformer proposed changes in politics and policy’s to achieve these goals (Ladd, nd) Instructional framework, curriculum and assessments were created an example of this changes is the curriculum Common Core State Standards. The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and career (National Governors Association Center for Best Practices, 2010). Common Core state Standards in my opinion is an excellent curriculum. It requires students to relate concepts to real world situations, it challenges their intellect; they must be critical thinkers. Common Core is rigorous and requires a deeper understanding of concepts verses just memorizing them and moving on. Common Core introduces them globally to the world around them, for International Baccalaureate Schools (IB), this is a plus. Finally the most important aspect of common core is that is prepares students for college. With proper implementation of the curriculum upon entering college, there should be no need remedial classes; common core’s purpose is to eliminate students from needing to take these type classes. Previously mentioned were the positives that common core has to offer. Even though it is an excellent program, the curriculum can be enhanced by incorporating materials and resources for non-college attendants, or technical school attendants. This added component could give students who are not college bound, confidence in knowing, they too will be able to be successful without attending college. In order for the curriculum to benefit all students on all levels with their futures, the program should be modified to include concepts that relate to students who may not attend a traditional college. In order to incorporate the modifications of the reform the first implementation of change to the Common Core Standards is to develop a research that test students after they have been exposed to common core standards consistently throughout grades k-12. The purpose of the research is to identify how many of those students attended college and how many were actually college ready. The next step of the research is to identify the students who attended a non-traditional college and how well they performed. Next, the result of the research would be interpreted for school districts, Politian’s, school board members and parents to review. It is great to have a program that prepares our students to be successful after high school but what about the students who may not attend college. There should be a plan that will benefit them as well. The last implementation is to return technical and/or hands on classes back to high schools. This is very important because most students realize in the 9th or 10th grade whether or not they plan on attending college; whether because of academics, money, or personal reason, their decision has already been made. To complete the modification process, the documentation of the research, educators concerns/comments, and parent concerns/comments will be taken to the board members and to state representatives in order to convince them of the changes that need to take place to ensure all students receive the benefits of being successful after high school. Proper documents and evidence will be need to prove that the return of technical classes will benefit students by having them job ready immediately after high school. As with everything barriers will be encountered when attempting to modify this reform policy in a traditional bureaucratic school. One barrier that is a known fact is the Politian who has never placed a foot into the classroom but believe he/she knows what best for today generation. Another barrier will be educators who feel that changing the Common Core curriculum could make students lazy, when in fact they are more than capable of being college ready. Lastly, a barrier could be the school districts. The school district will be required to spend the money to develop technical programs at the high school level. They will have to ensure that the resources and materials needed for students to be successful are put in place. They will also have to hire teachers that has the background for teaching technical program classes. To promote the changes in the curriculum parents would be encouraged to visit the school for an overview of the changes and how their children will benefit from the changes. They will have the opportunity to ask questions and view the classes their child will be taken. By parents coming out into the school, eventually it will spread throughout the community. It’s important that Business around the school is aware of the classes being offered at the high school level; because they may be incline to hire students straight out of school. It is imperative that principles get to know the community and business that surrounds their schools. Lastly, a learning organization will be developed for these classes. It would be no different from the learning organizations for the content classes, instead of language arts teacher coming together to discuss their lesson plans on literature, these particular classes will come together to discuss introduction to welding, or auto mechanic work. In conclusion, there are many school reforms that Politian’s put in place to try to better America’s Education System; when many times it’s actually hurting the education system. It is my opinion that if you have not actually been in a classroom then you should not be allowed to make laws that effects education. The Common Core State Standards curriculum reform is an excellent idea but it leaves out the students who my not attend college, so change it needed.

References
What does School Reform means to my neighborhood Schools? (2010). Retrieved January 30, 2013, from Project Appleseed effective parent engagement for American 's Public Schools: Projectappleseed.org
Baker, F. J. (1999, August). Multicultural Verses Global Education: Why not two sides of the same coin? Retrieved November 2, 2012, from Teacher Education: http://www.csupomona.edu/~jis/1999/baker.pdf
Ladd, H. F. (n.d.). Holding Schools Accountable: Performance-Based Reform. Harrisonburg: R, R. Donnelly and son co.
National Governors Association Cdenter for Best Practices, C. o. (2010). Common Core State Standards. Retrieved January 30, 2013, from http://www.corestandards.org/the-standards

References: What does School Reform means to my neighborhood Schools? (2010). Retrieved January 30, 2013, from Project Appleseed effective parent engagement for American 's Public Schools: Projectappleseed.org Baker, F. J. (1999, August). Multicultural Verses Global Education: Why not two sides of the same coin? Retrieved November 2, 2012, from Teacher Education: http://www.csupomona.edu/~jis/1999/baker.pdf Ladd, H. F. (n.d.). Holding Schools Accountable: Performance-Based Reform. Harrisonburg: R, R. Donnelly and son co. National Governors Association Cdenter for Best Practices, C. o. (2010). Common Core State Standards. Retrieved January 30, 2013, from http://www.corestandards.org/the-standards