Social Dimensions of Education by Lucky3448

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									Social Dimensions of Education
 School Community Relations

 Focuses on the interactions and
 relationships between

Significant questions:

      Does schooling create a society
       Does society create schools?
 Do schools transmit the culture of a society
Do schools transform the culture of a society?
Ron Edmonds – 1970s
    Effective Schools Movement

   Strong Leadership
   High expectations for children’s achievement
   Safe and orderly school climate and
    environment conducive for learning
   Emphasis on basic skills
   Frequent monitoring of pupil progress
Institute for Educational Leadership's
(IEL) Task Force on the Principalship

   Identifies three key roles for 21st Century
    1.   Instructional leadership. Focuses on
         strengthening teaching and learning,
         professional development, data-driven decision
         making, and accountability;
2. Community leadership. Manifested in a big-picture
    awareness of the school's role in society; shared
    leadership among educators, community partners
    and residents; close relations with parents and
    others; and advocacy for school capacity building
    and resources.
3. Visionary leadership. Demonstrates energy,
    commitment, entrepreneurial spirit, values and
    conviction that all children will learn at high levels,
    as well asinspiring others with this vision both
    inside and outside the school building.
Karen Cotton (2003)
Principals and student achievement:
What the research says.

   Core Role of the Principal:
    1.   Establishing a clear focus on student learning.
         This includes having a vision,clear learning
         goals, and high expectations for learning for all
    2.   Building interactions and relationships. This
         entails communication, interpersonal support,
         visibility and accessibility, and parent and
         community outreach and involvement.
3. Establishing a positive school culture. This includes
    manifesting behaviors such as shared leadership and
    decision-making, collaboration, support of risk taking,
    continuous improvement, and professionalism.
4. Being an instructional leader. This includes discussing
    instructional issues,observing classrooms and giving
    feedback, supporting teacher autonomy, protecting
    instructional time, and promoting professional
5. Upholding accountability. This calls for monitoring
    progress and using student progress data for program
James H. Stronge, Holly B. Richard & Nancy
Catano (2008)
Qualities of Effective Principals

   Quality 1 – Instructional Leadership
   Quality 2 – School Climate
   Quality 3 – Human Resource Administration
   Quality 4 – Teacher Evaluation
   Quality 5 – Organizational Management
   Quality 6 – Communication and Community
   Quality 7 – Professionalism
   Quality 8 – Principal’s Role in Student
Quality 2 - School Climate

   The principal fosters the success of all
    students by advocating, nurturing, and
    sustaining a positive and safe school climate
    for all stakeholders.
Quality 6 - Communication and
Community Relations

   The principal fosters the success of all
    students by collaboratively effectively with all
Goldring, Ellen & Mark Berends. (2009).
Leading with Data: Pathways to Improve
Your School.

Key Indicators of School Improvement:
 Shared mission & Goals
 Rigorous content standards for all students:
  agreed upon, understood & measurable
 Alignment to Standards – curricular and
  instructional coherence
 Expert teachers supported by coherent,
  consistent professional development
   Partnerships with parents, families
    and the community
   Culture and Climate for Student Learning
   Resources Aligned to Goals
Elaine McEwan (2008) Ten traits of
highly effective schools: Raising the
achievement bar for all students.

   Characteristics of an effective school:
   Climate is academically focused.
   Multi-direction communication channels keep information
    flowing among the principal, staff, students, and parents.
   Members of the school-community agree on parameters
    defining acceptable behavior.
   Learning, academic achievement, and educational excellence
    are top priorities.
   A relevant academic curriculum is applied.
   Resources are made available to enhance teaching
    and learning.
   High academic expectations are set for students.
   The principal, staff, students, and parents, work
    together as a team supporting one       another and
    creating a synergy that moves the agenda of the
    school forward.
   Teachers are well-trained, motivated, and use
    methods that produce results.
   Students are motivated, disciplined, self-
    directed, and eager to learn.
   Parents are involved in the life of the school
    in real and important ways.
   The principal sets the school agenda,
    communicates the school’s mission,
    determines what gets measured and noticed,
    and distributes the necessary resources.
A Critical Theory of Education and
Social Dimensions

   John Dewey
    –   My Pedagogical Creed – 1897
        What Education Is
        What the School Is
        The Subject Matter of Education
        The Nature of Method
        The School and Social Progress

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