North Brunswick High School: Changing Expectations and Attitudes

Titel	North Brunswick High School: Changing Expectations and Attitudes
Quelle	In: Principal Leadership, 11 (2011) 9, S.62-67 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8957
Schlagwörter	Graduation Rate; Academic Achievement; Educational Environment; Instructional Leadership; High Schools; Formative Evaluation; Intervention; Principals; Administrators; North Carolina + Suchen Sie Ihr Suchwort? Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Instruction; Leadership; Bildung; Erziehung; Führung; High school; Oberschule; Principal; Schulleiter
Abstract	Schools that break through the cycle of low student performance may look different to outsiders; however, when the processes underlying the improvements are examined, collaboration, personalization, and a focus on instruction always emerge as the keys to the newfound success. The principles of these core areas are fundamental to creating a school environment where adults are comfortable in probing every aspect of what they do to improve student achievement. North Brunswick High School in rural southeastern North Carolina is one such school. Just a few years ago, it faced state sanctions, yet with a new principal and minimal changes in its staff, intensive self-assessment and focus on those core areas resulted in dramatic improvements. By expanding instructional leadership, creating professional learning communities (PLCs), and targeting student interventions by creating formative assessments and bridge courses, the school was able to begin to close achievement gaps and improve student achievement and graduation rates. North has a diverse student population, and like many schools in North Carolina with similar demographics, in 2006-07, North was named a "priority school," meaning that it might benefit from voluntary interventions by the state board of education. Overall student proficiency was at 48.6%, meaning less than one-half of all students were proficient on state end-of-course (EOC) tests required for graduation. (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