Critical Elements of an Academic Culture

Autor/inn/en	Sanders, W. L.; Williams, Jeff; Hatch, Roblyn
Titel	Critical Elements of an Academic Culture
Quelle	In: School Administrator, 66 (2009) 4, S.26-29 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6439
Schlagwörter	Boards of Education; Superintendents; Labor Market; Accountability; Academic Achievement; Administrators; Professional Development; Tutoring; Summer Schools; Partnerships in Education; Special Needs Students; High School Students; Teachers; Missouri + Suchen Sie Ihr Suchwort? Ausschuss; Schulrat; Labour market; Arbeitsmarkt; Verantwortung; Schulleistung; Förderkonzept; Nachhilfeunterricht; Summer school; Sommerkurs; Hochschulpartnerschaft; Sonderpädagogischer Förderbedarf; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrer; Lehrerin; Lehrende
Abstract	In fall of 2003, W. L. Sanders became superintendent in Farmington, Missouri, a 3,700-student district located 70 miles south of St. Louis, after eight years as a superintendent in Texas. Upon arrival, he discovered the Farmington School District had a solid foundation built on competent administration, talented teachers and a supportive board of education and community. However, due to looming, more strenuous state and federal accountability requirements and anticipated demands from the 21st-century job market, the Farmington school board asked the new superintendent to project extraordinary standards, especially for academic achievement, and to hold all parties to lofty expectations. To develop key elements of an academic culture in Missouri, the superintendent relied on past experiences with the Texas accountability system, proven practices, and relevant research. During the first two years of the seven-year plan, the superintendent's preferences dominated the new direction. In the later years, ever-increasing decentralized leadership evolved to meet the changing educational needs. When initially addressing the academic culture, it was decided that two existing district initiatives should be retained and strengthened: a focus on literacy and the concept of parents as teachers. Both initiatives became a part of the foundation for future academic successes. To promote the change agenda, the board of education publicized the superintendent's three goals: academic excellence, fiscal responsibility and safety. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10