Literaturnachweis - Detailanzeige
| Autor/inn/en | Eaton, Annelise; Poulos, Jennifer; Stevens, Alison B.; Anderson, Janet |
|---|---|
| Titel | When Educators Lead the Way: Teacher-Driven Change at One Boston School |
| Quelle | In: American Educator, 42 (2018) 3, S.32-33 (3 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0148-432X |
| Schlagwörter | Teacher Leadership; Urban Schools; School Turnaround; Public Schools; Intervention; Educational Improvement; Elementary Schools; Elementary School Teachers; Educational Change; Massachusetts (Boston) |
| Abstract | The scholarly learning environment that characterizes the Mildred Avenue K-8 School, today seemed impossible five years ago, when the school was among the lowest performing in the commonwealth of Massachusetts. Between 2004 and 2013, the average tenure for a principal at the school was just 18 months, with five new principals arriving during those nine years. With each leadership change, teachers faced shifting expectations and priorities. Though teachers were deeply unsatisfied with the education provided to Mildred students, they had little input into organizational and instructional solutions to problems at the school. Given the school's poor performance, many school staff believed the Massachusetts Department of Elementary and Secondary Education would identify Mildred as a Level 4 "turnaround school" in 2013, a designation made by the department's commissioner to prompt intensive intervention at chronically underperforming schools. When the state announced the newest turnaround schools in 2013, school and district leaders were surprised that the Mildred was not identified. With this decision made, Mildred staff faced the notion that there would be no influx of additional external resources to help the school turn around its performance. This decision catalyzed both Boston Public Schools (BPS) leadership and a team of committed Mildred teachers to drive the kind of school improvement that staff recognized was needed to ensure high expectations for learning for all students. In the absence of state-led turnaround, teachers and district leaders employed a rarely used Boston Teachers Union (BTU) contract provision wherein teachers can form an intervention team with the support of district and union leadership. Utilizing this joint labor-management model, the Mildred's teacher-led intervention team would share responsibilities for schoolwide change with district leadership. For Mildred educators, the formation of the intervention team acted as a vehicle for transformative action, with the district providing agency to a teacher-led team to drive the school's change effort. (ERIC). |
| Anmerkungen | American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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