SCHOOL IMPROVEMENTS

Ideas for School Improvements

Ideas for School Improvements

Introduction

How does continuous improvement become a part of the school culture? and that it is necessary for this to happen? School improvement ideas from scientists? federal and state power? special commissions and other stakeholders in the education system abound. Nevertheless? the difficulties in trying to fashion a coherent plan for improving school that offers an array is a constant source of frustration among practitioners. Even worse? if the heads of schools were somehow able to synthesize all of these proposals in terms of its complexity can lead either to revolt or? more likely to get another "wave" of passive resistance. (Bernauer? 2005)

Discussion

According to the literature on school change? we have identified five key elements of school improvement strategies. Using these elements? practitioners can develop their own framework for the planning? implementation and evaluation of the current school improvement in its schools. (Anderson? and Herr 2002)

Effective Leadership

Good schools need good leaders. However? the relationship between Council members? the chief? principal? teachers and the requirements of quality management at all levels. Just as importantly? leaders at one level? it should be recognized? and the empowerment of those at other levels. For example? when the science teacher was individually have received support from outside the organization to start their pioneering work? chief? head? and the Board went beyond recognition of its leadership? to propose a "Teacher Initiative grants. (Bennis? 2003 Bernauer? 2006) These grants were provided to those teachers who have submitted proposals to improve the school and were accepted committee peers.

Teachers at the Center to improve

Teachers develop and lead initiatives in our schools to integrate technology into the curriculum in new ways. Chief Executive Officer and Chief? of course? far from being indifferent? but they recognize that? until the initiative belongs to the teachers? any increase will be seen as "their" agenda. Hall and Hord (1987? preface) also said: "People at the heart of change." In terms of school improvement? this postulate implies that any reasonable expectations to maintain focus on improvement requires the full realization of the crucial role of the teacher-leader. (Fullan? Bennett? and Rolheiser 2004) Most educational reform? not because administrators do not share the mantle of leadership of the teachers. How much time is given to teachers to conduct a focused dialogue on the improvement of school ideas or initiatives? As is often the teacher asked: "What is most important that we ...