This article examines how a superintendent can effectively respond to and shape school culture. It uses the example of John Stanford, the late superintendent of Seattle Public Schools. When he took over, morale was low but he was able to turn the district around by becoming actively involved in schools and communicating effectively with students, staff, and the community. He empowered teachers and established clear academic goals and accountability. By developing trust and cooperation, the superintendent was able to create and sustain a positive culture that improved student outcomes.
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
Juniel, pamela m cultural proficiency receptivity scale nfeasj v35 n4 2017William Kritsonis
Dr. Pamela M. Juniel and Dr. Henry S. Williams, Central Washington University - Published by NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD, Editor-in-Chief, Houston, Texas
This are the multiple, manifest and latent Functions of Schools. (Social Dimension)
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
the aim of this paper is to highlight the issue of racial socialization in education. This paper discusses racial socialization and its effects in the light of theory of "Functionalism". it concludes the lack of racial socialization has a negative impact on education and academic outcomes of students.
A Study on Attitude of Postgraduate Students towards Co Curricular Activities...ijtsrd
In the present study, the investigator attempted to find out the “Postgraduate Students” attitude towards co curricular activities in West Bengal.200 postgraduate University students were taken as a representative sample of the whole population. For selecting postgraduate students as a sample, the purposive sampling method was adopted. The investigator has adopted the survey research method for this study. A self made attitude scale consists of 40 items was developed and used for collecting the data. For analyzing and interpreting the data the investigator used to Mean, S. D, t test. The result shows that there is a significant mean difference between rural male and rural female, rural male and urban male students, and also the result shows that there is not a significant mean difference between male and female, rural and urban, urban male and urban female, rural female and urban female students. Shamim Akhtar "A Study on Attitude of Postgraduate Students towards Co-Curricular Activities in West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38522.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38522/a-study-on-attitude-of-postgraduate-students-towards-cocurricular-activities-in-west-bengal/shamim-akhtar
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
Juniel, pamela m cultural proficiency receptivity scale nfeasj v35 n4 2017William Kritsonis
Dr. Pamela M. Juniel and Dr. Henry S. Williams, Central Washington University - Published by NATIONAL FORUM JOURNALS (Founded 1982) William Allan Kritsonis, PhD, Editor-in-Chief, Houston, Texas
This are the multiple, manifest and latent Functions of Schools. (Social Dimension)
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
the aim of this paper is to highlight the issue of racial socialization in education. This paper discusses racial socialization and its effects in the light of theory of "Functionalism". it concludes the lack of racial socialization has a negative impact on education and academic outcomes of students.
A Study on Attitude of Postgraduate Students towards Co Curricular Activities...ijtsrd
In the present study, the investigator attempted to find out the “Postgraduate Students” attitude towards co curricular activities in West Bengal.200 postgraduate University students were taken as a representative sample of the whole population. For selecting postgraduate students as a sample, the purposive sampling method was adopted. The investigator has adopted the survey research method for this study. A self made attitude scale consists of 40 items was developed and used for collecting the data. For analyzing and interpreting the data the investigator used to Mean, S. D, t test. The result shows that there is a significant mean difference between rural male and rural female, rural male and urban male students, and also the result shows that there is not a significant mean difference between male and female, rural and urban, urban male and urban female, rural female and urban female students. Shamim Akhtar "A Study on Attitude of Postgraduate Students towards Co-Curricular Activities in West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38522.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38522/a-study-on-attitude-of-postgraduate-students-towards-cocurricular-activities-in-west-bengal/shamim-akhtar
Shipp, jeremiah gateway to cultural competence focus v8 n1 2014William Kritsonis
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford; Hall of Honor, Prairie View A&M University/Members of the Texas A&M University System.
Definition of Education and the school functions including the four purpose of schooling, the multiple school function, the difference between manifest and latent functions of education, the six major manifest function of education, the latent functions of school and their example including religion
Satisfaction and good morale within
the workforce is interdependent with
feeling successful. Success for the
workers in the Women’s Center of
Rhode Island is connected to the
self suffi ciency and attitude of the
residents they serve.
The mission of this project is to
create an experience that aids
the success of the residents of the Women’s Center of RI, refl ect this
success to the workers, and in turn lead to a higher quality of service
and perpetuate a tradition of achievement, dialogue and empowerment.
Shipp, jeremiah gateway to cultural competence focus v8 n1 2014William Kritsonis
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford; Hall of Honor, Prairie View A&M University/Members of the Texas A&M University System.
Definition of Education and the school functions including the four purpose of schooling, the multiple school function, the difference between manifest and latent functions of education, the six major manifest function of education, the latent functions of school and their example including religion
Satisfaction and good morale within
the workforce is interdependent with
feeling successful. Success for the
workers in the Women’s Center of
Rhode Island is connected to the
self suffi ciency and attitude of the
residents they serve.
The mission of this project is to
create an experience that aids
the success of the residents of the Women’s Center of RI, refl ect this
success to the workers, and in turn lead to a higher quality of service
and perpetuate a tradition of achievement, dialogue and empowerment.
Neurological differences between attention deficit hyperactivity disorder and...William Kritsonis
Dr. Kritsonis is Tenured Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired and graduated the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. Since then, Dr. Kritsonis has chaired 22 doctoral dissertations along with serving as a committee member on many others.
ADMN 5083 p01ADMN 5083 Special Topics in Educational LeadershipWilliam Kritsonis
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
Alex Torrez & William Allan Kritsonis, PhD - Article: National Impact for Pre...William Kritsonis
Alex Torrez & William Allan Kritsonis, PhD - Article: National Impact for Pre-Implementation of Smaller Learning Communities - Published in the NATIONAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008.
Currently (2011), Alex Torrez is Assistant Superintendent of Schools for the Clear Creek Independent School District, Houston, Texas.
Dr. William Allan Kritsonis is a Professor (Tenured) and teaches in the PhD Program in Educational Leadership at PVAMU/Member of the Texas A&M University System.
Promising Practices in Transitions Programming:
-Academic Considerations
-Developmental Considerations
-Systemic and Institutional Considerations
-Promising Practices within a Social Justice Framework
Researchers Role Every organization must have an action planning proce.docxhenry34567896
Researcher’s Role
Every organization must have an action planning process, which starts by creating mission, value, and vision statements. Through them, community initiatives by the organization become successful since they explain the organization's aspiration. Also, the statements help an organization stay focused on the important things while providing a basis for developing other strategic plan aspects. A person who conducts in-depth study on a subject to gain greater knowledge about that subject is called a researcher. There is no one set of duties that a researcher is expected to fulfill across all academic disciplines or professional domains. Researchers in the medical field may utilize clinical trials to evaluate the efficacy of a novel treatment, whereas social scientists may use questionnaires and in-person interviews to gain a better understanding of how people behave (Aspers, P., & Corte, 2019).
Through the processes of data gathering, analysis, and interpretation, the role of a researcher is to contribute to the existing body of knowledge in their respective discipline. Researchers acquire data through a variety of methods, some of which include controlled experiments, surveys, interviews, and direct observation (Bakker, 2018). Direct observation is another method. They first do statistical analysis on the data to derive conclusions, and then they interpret the findings of that study. They present their findings at conferences and publish them in academic journals and papers to share their findings with others and advance the field.
I am the former principal of George H. Oliver Elementary School. It was my role and responsibility to serve as the instructional leader of the school. As principal, it was also my responsibility to conduct informal and formal observations of teachers using the Mississippi Professional Growth Rubric. School administrators are required to be trained by the Mississippi Department of Education to give teachers ratings during observation (Mississippi Department of Education, 2022). I also worked with teachers to set learning goals based on the state approved curriculum.
As the leader of the school, I had to build partnerships with community stakeholders so that we could educate the whole child. I was also responsible for developing and implementing a school improvement plan. In my capacity, I served as support for new teachers and served on the district’s disciplinary committee. It was also my responsibility to manage GHO district and federal budget. I had to ensure that federal money was spent according to the needs of the school. Finally, as principal, it was my responsibility to improve the culture of the school by boosting teacher morale, decreasing the amount of discipline problems, and increasing attendance.
Description of the Setting
George H. Oliver Elementary School (GHO) is in Clarksdale, Mississippi, which is in the heart of the Mississippi Delta region. GHO is in the Brickyard neighborhood,.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxtodd581
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
Running head PROGRAM DESIGN 1PROGRAM DESIGN 2.docxglendar3
Running head: PROGRAM DESIGN 1
PROGRAM DESIGN 2
Program Design to Promote Social Goals in American K12 Schools
January 15th,2018
Program Design to Promote Social Goals in American K12 Schools
Explanation of Each Initiative
The three main initiatives of promoting social goals in school will include: promoting moral and character education, improving children’s health and nutrition, and creating school communities through extracurricular activities, after school programs, and school spirits (Rissanen et al. 2018). Comment by Evelyn Young: The 3 initiatives are clearly stated. Although did Rissanen et al. propose these 3 initiatives to promote social goals in schools? If these are your arguments, take credit for them. No need to give credit to Rissanen et al. for formulating the thesis for your paper.
I think that your paper could have used an introduction followed by the thesis statement.
Explanation of Each Initiative
Moral education is meant to promote good conduct among school-going children, not just within their immediate social relationships, but also in their dealings with their fellow citizens. This initiative is premised on the need for students to possess clear ideals and judgments on what action are right and what are wrong, including the determination of students’ conduct through a constant reference to those ideals. Moral education will be offered as a social goal to enlighten students on a system of rules and norms that regulate the social interactions of people on concepts of welfare, such as harm, trust, justice, and rights. For some students, issues related to values, personal feelings, and societal norms are constructs for discussions and are as such viewed as being influenced by the manner in which morality taught or experienced in schools, churches, and social institution settings. Moral education will be meant to reduce criminal and deviant behaviors among students. Moral character is required in schools because many parents do not teach their children morality issues.
The health and nutrition initiative is meant to improve the physical and mental well being of students. This initiative has the potential to improve the quality of students’ urban life, strengthen the ability of poor children to excel in their studies, and to compensate them for the substandard home and school environments spawned by competitive, inequitable social order. Health and nutritional initiatives will be strengthened through planning and introducing curriculum on nutrition with educational activities. These will include physical activities, which are combined with the farm to school programs that motivate students to consume healthy diets. Indeed, the hybrid school-based nutritional programs have major influence on attitudes, beliefs, and behaviors associated with fruits and vegetable consumption diffused throughout a bigger urban community (Dudley Cotton & Peralta, 2015). This hybrid intervention includes combining district stra.
the paper looks at what socialization is, how the school acts as an agent of socialization and the importance of a teacher in the process of socialization.
1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 26, NUMBER 3, 2009-2010
A SUPERINTENDENT’S RESPONSIVENESS
TO SCHOOL DISTRICT CULTURE
Henry Williams
Central Washington University
ABSTRACT
This article examines a Superintendent’s responsiveness to the school culture component
of the Interstate School Leaders Licensure Consortium (ISLLC). An analysis of the
development of school culture by the late John Stanford, Superintendent of Seattle
Public Schools was the focus is the focus of the article. When he took over as
superintendent of Seattle schools, many complained that he had no knowledge of
education, he is a military person, and they cannot see how he will be able to work with
the largest school district in Washington State. To the amazement of everyone in Seattle,
during his short tenure in the school district, he was able to turn the down trodden
Seattle school district into something the students, staff, state legislatures and the
community embraced. The late John Stanford, was the cheerleader at rallies, the chef
for elementary school students and great communicator with all people. He had a vision
for self, staff and community, and to sustain it, he was always available.
Introduction
I nterstate School leaders Licensure Consortium (ISLLC) standard 2
states us that a school administrator is an educational leader who
promotes the success of all students by advocating, nurturing, and
sustaining a school culture and instructional program that is conducive
to student learning and staff professional growth. By addressing
culture in a standard, it is obvious that culture is important to those
charged with defining “good school leaders”. This standard speaks to
the need of a school leader to understand the importance of a positive
school culture and its impact on student learning.
Culture is based on common norms, values and beliefs. Culture
is the glue that holds schools together or keeps it in tatters. It defines
the group and gives it a sense of identity that sets it apart from other
36
2. 37 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL__________
groups. Culture enhances the stability of the school district and it
establishes appropriate behavior standards for members of the group.
Culture can gives the members a sense of organizational mission.
The culture of a school district affects the outcomes for children, the
satisfaction of the staff and the perceptions of the community. There is
increasing evidence that a Culture of Trust promotes student
achievement and improvement, even after controlling for the
socioeconomic status of the school (Bryk and Schneider, 2002;
Goddard, Tschannen-Moran, 1999; Hoy and Tschannen-Moran, 2003;
Tschannen-Moran and Hoy, 2000; Tschannen-Moran, 2003). While
creating a culture of trust may take work, it is certainly easier than
trying to change the socioeconomic of families or other such outside
factors.
Likewise, a culture of academic optimism in a school district
has strong positive impact on school achievement, even controlling for
socioeconomic factors, previous success and other demographic
variables (Hoy,Tarter, and Woolfolk-Hoy, 2006a, 2006b; McGuigan
and Hoy, in press; Smith and Hoy, 2006). Academic optimism creates
a culture with collective beliefs and norms that view teachers as
capable, students as willing, parents as supportive, and academic
success as achievable. By creating a culture of academics optimism,
schools can positively affect student achievement despite outside
factors.
Also, the culture of control in a school impacts the outcomes
for students. When schools with a custodial culture of control were
compared to schools with a humanistic culture of control research
showed that custodial school had more alienated students than
humanistic ones (Hoy, 1972). Humanistic schools provide healthy
social climates that lead to the development of more mature self
images for students (Diebert and Hoy, 1977). Additionally, there is a
positive relationship between students’ perception of their schools as
humanistic and their motivation, problem solving and seriousness to
learn (Lunenburg, 1983) as well as their positive perceptions of school
life (Lunenburg and Schmidt, 1989).
3. Henry Williams 38
The culture of efficacy of a school usually has a positive
impact student learning. Collective Efficacy is the shared perception
that school personnel in the school district are all striving to provide a
positive effect on students. In his study of collective teacher efficacy
and student achievement, Bandura (1993) discovered two key
findings: (1) student achievement was significantly and positively
related to collective efficacy and (2) collective efficacy had a greater
effect on student achievement than did student socioeconomic status.
Subsequent research has supported these findings (Goddard, Hoy and
Woolfolk-Hoy, 2000, 2004; Goddard, Sweetland and Hoy, 2000;
Goddard 2001; Goddard, 2002b; Hoy, Sweetland and Smith, 2002;
Hoy, Smith and Sweetland, 2002b; Goddard, Hoy and LoGerfo, 2003;
Goddard, LoGerfo and Hoy, 2004). By taking the time and making the
effort to create a culture of collective efficacy, the schools in the
district will have a positive impact on student achievement. So, how
can a superintendent be culturally responsive?
The superintendent and personnel must be positive role model.
Superintendents should be the one to develop the shared-vision, be
hardworking, and committed to achieving the utmost endeavor for
himself/herself and the people he/she is working with at the schools.
The superintendent should mirror pride in the school and everyone,
including the students to make suggestion and recommendations for
improvement. School district leaders must be effective
communicators. The superintendent should have the charisma and
power to move people toward set community goals. A good example
of a charismatic leader was the late John Stanford, Superintendent of
Seattle public Schools. When he took over as superintendent of Seattle
schools, many complained that he had no knowledge of education, he
is a military person, and they cannot see how he will be able to work
with the largest school district in Washington State. To the amazement
of everyone in Seattle, during his short tenure in the school district, he
was able to turn the down trodden Seattle school district into
something the students, staff, state legislatures and the community
embraced.
4. 39 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL__________
The superintendent was the cheerleader at rallies, the chef for
elementary school students and great communicator with all people.
He had a vision for self, staff and community, and to sustain it, he was
always available. The late superintendent had special communication
techniques delegating school functions. The superintendent proposes
that central-office staff spend one day a week helping in schools which
was generally adopted by the staff. As a leader, he was always in
contact with staff, faculty, principals and students, and demonstrates
understanding, loving, firmness, enthusiasm, plus a great sense of
humor.
Another important strategy to sustain change has to do with
planning. All staff members need to be aware of where the school
wants to be in five years and how their contribution is paramount. The
superintendent charge himself with the responsibility for making sure
that program goals are consistent with the vision of the school, the
district, and the community. In Seattle, the late superintendent’s dream
was to make sure that every child is able to read at his/her age level.
The superintendent proposed a community wide “reading offensive”
that prompted the donation of thousands of books to school libraries in
the district. He called himself a “child crusader.”
Teachers were empowered with a sense of ownership of the
programs to be implemented in the classrooms. Teachers were
expected to institute continues needs assessment of goal for student
achievement. The school district adopted a three-year contract that
promotes shared decision-making, treats teachers as valued
professionals, and links teacher evaluation to student achievement.
Community involvement was part of his plan and parents embraced it.
Based on the school district’s data analysis report, the superintendent
solicited parents input in planning, recognized their contribution, and
encouraged staff to enlist the support of parents for special needs.
Another factor to be cognizant of in cultural responsiveness
has to do with school wide values that support learning. In a cultural
5. Henry Williams 40
responsive organization, the parents, community, administrators, and
students can shape the learning environment and culture of the school.
If cultural responsiveness is to be sustained, there should be a clear
definition of appropriate behavior for teachers, students, school
leaders, and the community. Positive expectations from the parents
and community can bring extra boost to school culture. When the
administration attempts to build connections among the parents,
community, school personnel and students, the whole group feel that
these connections have enrich their decision-making, enhanced, and
sustained improvement possibilities in the school district. The late
superintendent established a clear vision, mission, and a
comprehensive strategic plan which outlines goals, expected
outcomes, and timeline for all of the major functions in the system.
The school district set quantifiable targets for student achievement and
defined exits standards for students in grades 5, 8, and 11. In other to
sustain the academic changes that are taking place in the school
system, the former superintendent lunched a citywide reading
campaign to make every child a reader in the city.
Ask for and expect cooperation from faculty and staff. The
best-intentioned leader can be undermined in efforts to improve school
district culture, if he/she does not have the cooperation and
collaboration of the classroom teachers and community. A district
leader may be determined and hopeful that his plans for improvement
succeed, but if he/she has personnel members behind him or her
“making faces” and feeling left out of the plan, or otherwise
disenchanted, the culture of improvement may be stifled. Efforts must
be made to invite cooperation and to solicit understanding and fairness
from the staff. In Seattle schools, a principal’s academy was
established to help principals become chief executive officers of their
schools. This plan got a boost with major business donation to help
train principals see themselves in new leadership role. To sustain the
reforms that were taking place, principals were moved to different
schools. The move became a key strategy to influence students, staff
and the community at large for school district academic improvement.
In one of the worst performing middle schools in Seattle, the late
6. 41 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL__________
superintendent offered the principal the freedom to select her own
staff, and allocated $310,000 from state magnet grant money to be
used for school improvement. The principal at the school had the
liberty in hiring staff. Opportunity to work in the school in which
changes were occurring attracted top teachers from other schools. In
this particular school, the principal, staff, and parents worked to put
forward a revised schedule for 80 minute classes a day instead of 50
minutes period. Because of the change, teachers have 90 students each
semester to work with.
The block scheduling enabled the students to participate in the
major subject areas as a group. The block schedule arranged the
students into “houses,” providing small-school feeling within the
larger school according to the principal. Advisement periods of 15-20
minutes with class size of 25 students. The advisement teachers were
the students advocate in school, and a first line of contact according to
the principal. To sustain the changes that were taking place in this
school, a family center room was created to provide refuge for
students and social service contacts for parents. The late
superintendent created school district/corporate compacts in
environmental education, work-to-school, the arts, technology and
international language and culture.
So, what did Seattle school district do to invigorate the
education system? Based on school district’s student performance
data results, it was made clear that changes are going to be made based
on the performance of principals and staff. Principals are strategically
placed in schools to work sustain the changes that are implemented in
the schools. The superintendent considered principals as the CEO’s of
their building. They created a school-based management and families
had the opportunity to choose what elementary schools to send their
children and end mandatory busing. According to the former acting
superintendent, the superintendent makes it clear that teachers,
principals and other district officials are fully responsible for student
achievement.
7. Henry Williams 42
Finally, a system of funding to provide more money for
students who are learning English or from low-income families was
implemented. The school district negotiated a new contract with the
teachers’ union that allows principals, in consultation with the
teachers, to hire teachers they want for their school.
The late superintendent developed a more positive classroom
and school culture by setting firm and effective standards. Student
responsibility increased through the cultivation of trust and respect for
authorities and school system. The school district established
expectations for teachers, students and parents. The whole community
strived to work successfully with troubled and undisciplined students,
and by striving to conceive a discipline program that increases positive
student pride and responsibility, while reducing teacher stress. Energy
was concentrated on development of a workable in-school suspension
programs that will support teachers and students while reducing the
necessity for out-of-school suspensions.
8. 43 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL__________
REFERENCES
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Bryk, A.S., & Schneider, B. (2002). Trust in schools: A core resource
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Diebert, J.P., & Hoy, W.K. (1977). Custodial high schools and self-
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Goddard, R.D., (2001). Collective efficacy: A neglected construct in
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9. Henry Williams 44
Goddard, R.D., Sweetland, S.R., & Hoy, W.K. (2000a). Academic
emphasis and student achievement in urban elementary
schools. Annual Meeting of the American Educational
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Goddard, R.D., Sweetland, S.R., & Hoy, W.K. (2000b). Academic
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trust in students and parents: A multilevel examination of the
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