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High School Redesign - Smaller Learning Communities
Many believe that the way to ensure that high school programs and the way they are structured effectively addresses an intentional focus on the three R's in through the establishment of small learning communities.
The Small Learning Communities Initiative as been supported by leading educational experts for some time now (Raywid, 1996; Gladden, 1998; Fine & Somerville, 2000; and Steinberg & Allen, 2002.)
To date, millions of dollars from both governmental agencies as well as private foundations have been invested in local school agency efforts to implement the small school concept.
The basic premise behind this initiative is that small school communities are better equipped to personalize and contextualize the student's educational experience; and thereby better able to support those strategies that have been found to increase achievement (Joftus, 2002, pg. 5.)
These strategies include project-based learning, strategies for improving student literacy skills, as well as the delivery of engaging instruction by teachers who are highly qualified (Steinberg & Allen, 2002.)
However, the small learning community initiative has not been without its problems and pitfalls.
Most usually occur in those situations in which attempts have been made to convert large comprehensive schools into smaller ones (Steinberg & Allen, 2002.)
In these situations, the problems arise when the process seeks to layer small learning communities onto the already existing structure; as opposed to just breaking the structure down into several small schools that have their own level of autonomy.
Lessons learned from these initiatives have evolved into eight recommended strategies to employ when tackling such an initiative (Steinberg & Allen, 2002):
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Develop and communicate a clear vision and mission for the reform work;
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Begin planning with the data;
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Engage the district office and the teachers' union in the process of reforming the high school;
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Build community support/mobilize community resources;
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Tackle the difficult issues of autonomy;
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Address the equity issues for bilingual and special education students;
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Create a school schedule that supports the goals of personalization for students and increased collaboration for teachers;
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Develop a process for continual improvement.
Reading Next - A Vision for Action and Research in Middle and High School Literacy: A Report to Carnegie Corporation of New York (2004), was published by the Alliance for Excellent Education and provides further support for the need to improve student literacy skills.
MCES will provide professional development and literacy coaching at school sites to implement the strategies recommended in the report.
Our design for improving high school programs and to ultimately increase student achievement at this level, embraces a focus on the three R's cited by our State level policy makers.
Our goal is to ensure that the educators we support are equipped with the knowledge strategies and encouragement needed to implement a scientifically researched-based program that meets the individual needs of all students. |
