Inclusion British Schools: Building a Future of Equal Learning Opportunities

Sep 30, 2025

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Inclusion British Schools: Building a Future of Equal Learning Opportunities

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Practical Strategies for Inclusion

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Transact: Supporting the financial inclusion sector Sian Williams Head of Financial Inclusion

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Backup and Disaster Recovery for Oracle in Physical, Virtual, and Cloud Environments

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Effect of Interacting CMEs on SEP Intensity Case study: 12-01-23 and 12-03-07 SEP events

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Financial Inclusion for Self Help Groups

Rangarajan's Committee on Financial inclusion may be defined as the process of ensuring access to financial services and timely and adequate credit where needed by vulnerable groups such as weaker sections and low income groups at an affordable cost.Rangarajan's Committee on Financial inclusion may be defined as the process of ensuring access to financial services and timely and adequate credit where needed by vulnerable groups such as weaker sections and low income groups at an affordable cost. With a view to reach financial inclusion to the poor and rural mass in this country the government of India identified the financial inclusion is a strategy to achieve the inclusive growth provided and it is supported by various factors like real initiatives from Banks and Financial Institutions, technological development, financial literacy and so on. Amongst various measures to fight this menace, micro finance practices in India seem to provide a solution. The SHG Bank Linkage programme had proved its efficiency as a main stream programme for Banking and emerged as one of the need based policies and programmes to cater the neglected groups of society such as woman, poor and deprived sections of rural areas. Several studies made by national and international experts on micro finance have found the SHG profitable, viable and as a successful tool or social empowerment and also no bank has reported any NPA under the SHG Bank linkage. The beautiful advantages of the programme are on time repayment of loans to banks, reduction in transaction cost to the poor and to the banks , door step savings and credit facilities to the poor and exploitation of the untapped business potential in rural India. The programmed started as an outreach programme has in fact, achieved more than mere provision of thrift and credit facilities to the poor women. The government of India and State governments can play vital roles in encouraging SHGs. They should formulate and redefine their strategies and policies such a way to stress on extensive awareness campaign, skill development and training programmes, co ordination between banks and SHGs, effective flow of credit need for strong follow up in those states where it is yet at nascent stage. It is also necessary to develop a sound and transparent regulatory structure for micro finance institutions for healthy growth of the sector along with supportive refinance and legal. Dr. ThotaNagaraju | Dr. TalluriSreekrishna "Financial Inclusion for Self Help Groups" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-1 | Issue-5 , August 2017, URL: https://www.ijtsrd.com/papers/ijtsrd2388.pdf Paper URL: http://www.ijtsrd.com/management/accounting-and-finance/2388/financial-inclusion-for-self-help-groups/dr-thotanagaraju

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Effect of CME Interactions on SEP Intensity: Modeling the 2012-March-07 SEP Event with ENLIL

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The Predictive Validity of Mock GCE Advanced Level Biology Scores on GCE Advanced Level Biology Scores A Case Study of S

This study set out to determine the predictive validity of Mock GCE Advanced Level Biology Scores on G.C.E Advanced Level Biology Scores that is, to ascertain whether students who pass in Mock G.C.E also pass in GCE. The target population was the Upper Sixth Science Students in High Schools in Fako Division in the year 2006. The sample of the study was 200 students 92 males and 108 females who were selected from four Government schools, four Mission schools and two Lay private schools. These schools were mixed sex schools, singles sex schools, boarding schools and day schools. Four hypotheses and four research questions were formulated to guide the research. The hypotheses were 1 There is no correlation between students' score in Mock G.C.E Advanced Level Biology and their scores in G.C.E Advanced Level Biology. That is students who pass in mock G.C.E Advanced Level Biology do not pass in GCE Advanced Level Biology. 2 There is no predictive validity in the correlation of students' scores in mock G.C.E advanced level biology and their scores in G.C.E advanced level biology in Mission, Government and Lay Private schools. 3 There is no predictive validity in the correlation of students' scores in mock G.C.E Advanced Level Biology and their scores in G.C.E Advanced Level Biology in single and mixed sex schools. 4 There is no predictive validity in the correlation of students' scores in mock G.C.E Advanced Level Biology and their scores in G.C.E Advanced Level Biology in boarding and day schools. Employing the correlation survey design, scores for mock G.C.E examination were collected from records in the schools and scores for G.C.E examination were collected from the G.C.E Board. Using Mean, Standard Deviation and Pearson Product Moment Correlation coefficient r , the data were analysed using the SPSS programme. The four null hypotheses were rejected and the alternate ones retained. They indicated that, there is a correlation between mock G.C.E Advanced Level Biology scores and G.C.E Advanced Level Biology scores and that r values vary from one type of school to another. Some suggestions and recommendations were made. Ekwale Emilia Ada "The Predictive Validity of Mock GCE Advanced Level Biology Scores on GCE Advanced Level Biology Scores: A Case Study of Science High Schools in Fako Division- Buea, Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-1 , December 2018, URL: https://www.ijtsrd.com/papers/ijtsrd18926.pdf Paper URL: http://www.ijtsrd.com/humanities-and-the-arts/education/18926/the-predictive-validity-of-mock-gce-advanced-level-biology-scores-on-gce-advanced-level-biology-scores-a-case-study-of-science-high-schools-in-fako-division--buea-cameroon/ekwale-emilia-ada

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Collaborative Relationships Between Schools And Their Communities

At the core of American society is the notion that the problems of communities cannot be left to policymakers and other leaders alone. Citizens must participate, either directly or through the election of those who represent their beliefs. Democracy is more than just a belief in the importance of basic human rights such as equality, freedom, opportunity and the pursuit of happiness. For 244 years, Americans have answered democracy's clarion call: coming together to solve problems openly and thoughtfully. More recently, devolution - the shift of major activities and services from federal to local control - has bolstered the belief that local communities can and should solve their own problems. This shift of power and responsibility has created new demand for services and supports at state and local levels. Across a wide range of issues - health, welfare, education and economic development - communities are struggling to improve the capacity to solve problems collectively. But often, a community's capacity for problem solving is challenged by changing demographics, disengaged citizens, fragmented public policy and inequitable distribution of resources. Local responsibility for healthy, productive and successful schools requires different kinds of collaborative relationships between schools and their communities. Community-based organizations often are catalysts for bringing people together. They provide services and supports that once came from government. They serve to strategically organize and mobilize groups toward specific actions, outcomes and goals. Community-based organizations are not political entities, but they do represent the beliefs of their members and often add value to the political and policy debate. They represent democracy in action. Local problem solving requires new relationships, decisions, behaviors and norms. After they've been developed, community leaders and residents can move toward sustainable, long-term change. A recent survey reported that the vast majority of Americans have a deep-rooted commitment to make schools better for all children. Americans see their public schools as the centers around which community life revolves, and they recognize that quality public schools have a value beyond measure. Public schools are the key to the well-being of our communities and our future prosperity as a nation. The health of public schools is a barometer of our democratic way of life. We believe that community demand for change is critical, particularly in low-income communities, where schools are failing and students are not succeeding. Where the education system is not working, the public needs to reclaim its responsibility for community change. The public not only has the right to demand high quality in its schools; it also has a responsibility to improve and protect public education. But in the very communities where students face the most barriers to achieving at high levels and meeting new academic requirements, residents are often disengaged from their schools. Many community members have given up on their local schools, feeling that they have no control over school quality. Indifference, disillusionment and outright hostility between parents or other community members and educators often replace dialogue, common goals and collaboration. For more than 16 years, local education funds (LEFs) have helped to create sustainable change in public education systems nationwide. As independent community organizations, LEFs work with local school districts and communities to design collaborative solutions that improve public schools and promote student achievement. They have played the roles of conveners, brokers and coordinators of school reform activities. LEFs have built partnerships between schools and communities, leveraged resources and spearheaded community action to improve individual public schools and entire school districts. More local education funds have developed a body of knowledge about mobilizing local resources and engaging the public to support long-term and systemic solutions to the problems of public education. This historical perspective has deepened the understanding of what it takes to create a community with new relationships, norms and capacities for problem solving and has led to new thinking about a framework of strategic interventions for community change. These interventions are expressions of democracy. If citizens are truly to help define what they want for their public schools, and if they are going to act to help achieve those ends for all students, it is important to bring them together to articulate their beliefs, goals and areas of shared understanding. In public dialogue, citizens can come to agreement on goals for their public schools and their community and develop plausible local strategies to work toward those goals. Community dialogue presents opportunities to educate communities about important concepts: how the education system works, meaningful data that show how effective the system is and what constitutes a quality education. With a new, common understanding, citizens can then develop a collective commitment to improving their public schools. It's not enough just to talk; public dialogue needs to be structured to produce action-oriented outcomes. Engagement opportunities broaden the diversity of people involved and renew their commitment to common goals. In many cases, dialogue serves to raise expectations for community change. The knowledge gathered in public forums informs and convinces people of the need to advocate for specific action to improve public schools. Local education funds often serve as conveners and facilitators in this work. LEFs don't convene community conversation and dialogue simply to put forth a point of view. Instead, they create opportunities for dialogue by building effective partnerships among community-based organizations, schools, faith-based groups, elected officials and citizens. Forums for this dialogue include strategic planning processes, town meetings and education roundtables. Local education funds face the challenges of moving communities from talk to action and of including appropriate stakeholders at the right time. Often, as conveners, LEFs also need to mediate divisive, deeply entrenched beliefs to keep the dialogue productive. Source: https://ezinearticles.com/?Collaborative-Relationships-Between-Schools-And-Their-Communities&id=10301830

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Developing Schoolwide Vision and Implementing Strategic Plans

A key lesson learned from the decentralization experiment is the need for system-wide standards and intervention to address the challenge of student performance. The LSC (Local School Council) and its supportive network alone are not sufficient to promote educational improvement system-wide. Indeed, decentralized reform may have widened the capacity gap among schools to raise performance. Instead, districtwide leadership is needed to apply both pressure and support to schools. Such a mix of intervention strategies did not occur during the period of LSC dominance because the reform ideology with its strong antibureaucratic sentiments did not allow for the proper functioning of the central office. Taken as a whole, the post 2005 strategies of sanctions and support have improved the overall conditions that lead to better student performance across the system. Better test scores are seen not only in elementary schools but also in the more problematic high schools since 2004. In contrast to the seemingly recentralizing tendency under integrated governance, charter school reform aims to significantly reduce regulatory control from the central administration and union agreements. Although they are labeled as public schools, charter schools are distinctive in several major aspects. The school's charter or contract explicitly spells out the conditions and expectations for outcome-based performance. The authorizing agency can be the local school board, the state, or other legal entities (such as universities). Once established, schools enjoy substantial autonomy in setting curriculum, teacher salaries, and work conditions, although they are bound by state regulations regarding safety, health, dismissal, and civil rights. School funding follows students to the schools, which operate on a multiyear renewable contract. Charter schools are guided by several design principles. They aim to: u2022 create a new structure of school autonomy based on performance contract; u2022 limit central office control over curriculum, instruction, and personnel decisions; u2022 grant parental preferences on schooling opportunities; and u2022 promote innovation and alternative assessment on student performance. Since 1992, when the first two charter schools opened in Minnesota, the number of states with charter legislation and the number of schools in operation have grown steadily. Charter school advocates have identified two kinds of innovative effects: (1) charter school can create competition, maintaining a better fit with the needs of their "customerparents," and thereby pressuring regular public schools to improve in order to maintain their share of the student "market"; and (2) enjoying substantial autonomy from the central office, schools can serve as laboratories for developing new educational ideas and practices, fostering and following through on innovative ideas from which traditional public schools in the district can learn. But are these claims supported by the knowledge base in the current literature? Not surprisingly, the literature is split on the issue of whether charter school competition pressures public schools to improve. Most of the research has found light to moderate effects, more prevalent in smaller or mid-sized districts where the system is often more nimble and the impact of a few schools is more readily felt. Legislative compromise-capping the number of schools, cushioning the financial blow to traditional district schools, or reducing the autonomy of schools-may lessen the effects. Educational reform was also influenced by past performance and the eagerness of the district leadership to undertake change. While there is some evidence suggesting district response to competition, starting charter schools is such difficult work that a significant amount of time may be needed before producing strong, system-wide impacts on school districts. In districts where schools made an impact, districts made "piecemeal" instead of system-wide changes, and were most concerned with expanding their school day by offering new add-on programs. In short, given the mixed evidence on charter school impact, more research is needed on what works and what doesn't in charter school as a system-wide reform. As for schools promoting innovative practices, researchers have asked two related questions: (1) Are schools engaging in classroom innovation, with new methods of teaching? (2) Are district schools able and willing to integrate those classroom innovations into the mainstream curriculum? On both of these issues, the empirical evidence tends to be mixed. While innovations were found, many were structural, few were either freestanding or independently replicable, and no evidence of significant sharing or dissemination of practices from schools to district schools was found. Some evidence suggests that changes in organizational and institutional arrangements may prove more significant than any academic innovations. The literature remains unclear on whether charter reforms are actually "adding value" to student learning. Conclusions The two emerging governance models represent a continuum of institutional possibilities for urban educational reform. At one end of the continuum is integrated governance, which redefines the responsibilities and enhances the capacity of districtwide leadership. Given its strong focus on raising student performance, integrated governance reform tends to target resources on and apply pressure to low-performing schools and students. A challenge is to recruit leadership that has the vision to apply pressure and provide support to low-performing schools. Concerns about the potential of excessive central direction have prompted some reformers to support the charter school model, which represents the other end of the institutional reform continuum. While decentralization may facilitate innovative practices and promote more efficient use of resources, the charter school model is likely to be unevenly implemented across different settings. Given schools' autonomy, system-wide standards are not likely to be considered a high priority. Whether schools are able to recruit high-quality leaders will be a critical challenge. Equally important is the charters' capacity for turning around low-performing schools and students. From a broader perspective, the two emerging models call our attention to the complex challenge of reengineering low-performing schools with a particular focus on leadership and management issues. More specifically, this review of the two models raises several issues in the area of educational leadership, including: the role of states and districts in designing and implementing alternative systems of accountability; leadership qualities and management practices that are necessary for implementing the reform models at the district and school level; the kind of technical assistance that is needed to ease organizational transition and improve effective management in settings where political leaders at the state and city level have taken a more active role in education; principals' strategies in developing school-wide vision and implementing strategic plans that are designed to raise student performance; the ability of public school leadership at the school and district levels to respond to an emerging competitive environment given the increase in the number of schools; and effective ways in which noneducators can collaborate with school professionals to turn around low-performing schools. Source: https://ebookschoice.com/developing-schoolwide-vision-and-implementing-strategic-plans/

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The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, South West Re

The focus of this paper was to examine the influence of pedagogic supervision on school effectiveness in public nursery and primary schools in Fako division, South West Region of Cameroon. The survey research design was adopted for the study. Data was collected from 406 teachers and 62 head teachers from both nursery and primary schools and the number of accessible nursery and primary schools were twenty three. Questionnaire and semi structured interview guide were the instruments used for the study. The instruments consisted of both close and open ended questions. For the reliability statistics, the internal consistency of the head teachers' responses ranged from 0.782 to 0.893. The overall reliability coefficient was 0.989 which was above the recommended threshold of 0.7, while the internal consistency of the teachers' responses ranged from 0.734 to 0.876. Findings showed that while some inspectors could not rate the effectiveness of their schools, others said the effectiveness of their schools were above 12 , 50 and 80 respectively. Findings Comparing teachers' opinion on the carrying out of pedagogic supervision by head teachers showed that head teachers do not significantly differ in their opinion on the practice of pedagogic supervision in school P 0.05 . Furthermore, head teachers teaching in the nursery school, 77.8 and 96.2 of those teaching in primary schools disagreed that their head teachers are carrying out pedagogic supervision. On the same note, as findings showed that pedagogic supervision has a positive and significant effect on the effectiveness of public nursery and primary schools. From the findings, recommendations were made. Lingondo Joseph Mwambo "The Influence of Pedagogic Supervision on School Effectiveness in Public Primary Schools in Fako Division, South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31085.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/31085/the-influence-of-pedagogic-supervision-on-school-effectiveness-in-public-primary-schools-in-fako-division-south-west-region-of-cameroon/lingondo-joseph-mwambo

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Criminalization Of African-American And Latino Youth

A new report talks to us about the criminalization of African-American and Latino youth, telling us that 26 percent of young people who are arrested are African-American. But then it takes you through the process from arrest to being remanded to adult prisons. Forty-four percent of African-American youth who are arrested are detained; substantially fewer white youth are. Forty-six percent of African-American juveniles go on to criminal court, while a majority of white juveniles get deferred to either juvenile court or alternatives. And 58 percent of the youth in state adult prisons are African-American, more than doubling the proportion of those who are arrested. That's the system that's waiting for our young people if we don't get our acts together in public education. As schools need to be viewed in the context of the criminal justice system, so too the urban economy needs to viewed in the context of the suburban economy. There's a very important document just released analyzing economic growth in central cities compared to suburban development. For example: In Baltimore, between 2015 and 2018, employment opportunities diminished by three-and-a-half percent, while the surrounding suburbs increased by 10.1 percent; Philadelphia's employment opportunities in that same time period went down 1.1 percent, the suburban areas went up 5.1 percent; Denver's central city went up about 1.7 percent, your suburbs went up 16.6 percent. In 2018, African-Americans who had dropped out of school were twice as likely to be unemployed as whites who had dropped out. Our country has fled from affirmative action. Just look at suspension and expulsion rates: 25 percent of African-Americans will be suspended over the course of their time in high school. Wealthier African-American students are twice as likely to be suspended as the poorest white students. Race and class matter. And the poorest Asian-Americans are seven times more likely to be suspended than the wealthiest Asian-Americans. We must deal with issues of tracking u2014 which, I have to say I consider the structural embodiment of racism and class discrimination; that's how racism and classism get played out at a school. Across sites, we have finance and other inequities; and terrible discrepancies in teacher qualification, certification within sites. The atrocities of tracking cannot be ignored any longer. How many students are here from high school? Do you remember in elementary school daffodils, blueberries, daisies or some other versions, where they really thought they fooled you about which ones were the good readers and which ones weren't? Tracks speak louder than yelling at teachers to have high expectations. Teachers and kids read those structures. Let me also say that a group of us just completed an amazing study recently: we surveyed over 1,000 young people in New York u2013- white, black, Latino and Asian u2013- about their experiences with police, and teachers, and storekeepers, and restaurants. Needless to say, white girls and black boys are growing up in very different cities. And, sorry to say, kids in trouble report feeling as unlikely to turn to the their teachers as they are to the cops. I worry that we're losing teachers. Teachers in Massachusetts are leaving their districts because their students arrived 10 minutes ago from the Dominican Republic and they're being told that they must teach them in English only. There are communities in New Jersey that can't find fourth grade teachers because it's the first year of testing. And in Baltimore, political leaders boast about raising the test scores of first graders. That's what I call the politics of urgency. Despite or because of our best effort, systemic reform is taking place. It's just not the systemic reform that we had hoped for. We witness today a systematic realignment of public dollars and public interests with the needs of corporations and elites u2013- a gentrification of the public sphere. I think we know what to do in urban America. I feel like I've been saying this for 100 years: Small schools are really better than large schools for most students, for the poorest students, in particular. No matter what the indicator, students in small schools outperform students in large schools. You can find some exceptions, if you've already preselected by class, by the cultural capital of the kids, by the qualifications of the teachers, and by the per capita that the schools get. But there's a new study where we looked at small schools' performance in Chicago. We looked at thousands and thousands of kids in the Chicago public schools. And no matter what indicator you look at, with the slight exception sometimes of those stubborn standardized test scores, students in small schools have higher attendance, lower violence, higher grade-point averages; they are much, much less likely to drop out, are much more likely to go to college, and have a sense of a soul. What I mean by that is when kids in big schools see a fight, they say, "I cheer it on or I walk away." When kids in small schools see a fight, they say, "I break it up or I get a teacher." Teachers in small schools are more satisfied, more engaged, less likely to be absent, and feel more accountable. Teachers in small schools also express a much more fundamental sense of disappointment when they can't satisfy the needs of young people because they know them so well. If it took just one adult, most kids would be just fine. Most kids have somebody who adores them, somebody who takes good care of them u2013- poor kids, and rich kids and middle-class kids. Sometimes it's a nanny, sometimes it's a mother, and sometimes it's a grandmother, or father or uncle. Most kids have somebody who adores them. They need schools that know them and teach them. Let me just say one more thing about small schools. Rich people figured out the power of "small" a long time ago? The average prep school high school. Any guess on its size? 298. How many of you have a school in your city that's bigger than 1,500 kids? 2,000? Keep your hands up. 3,000? Has it got fancy rich kids in it? Source: https://ebookscheaper.com/2020/08/24/criminalization-of-african-american-and-latino-youth/

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Current Affairs Revision (1 Sep-12 Sep) By Vivek Sir

Current Affairs Revision (1 Sep-12 Sep) By Vivek Sir, Download Pdf Current Affairs Revision (1 Sep-12 Sep) By Vivek Sir

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Which are Best CBSE Schools in Noida In 2019-2020?

Noida, is the most populous city in India. It has an ever increasing number of schools today. The number of preschools in Noida also has seen a growth both in quality and quantity. Noida is the second largest exporter of software in India. This also has smooth way for more number of play schools in Noida as IT professionals prefer sending their children to preschools rather than K-12 schools. Many Pre-KG schools in Noida belong to leading chain of preschools like Billabong High International School etc. They maintain well framed curriculum of the franchisor. Billabong High International School in Noida have good educational aids for stress free and creativity enhancement method of teaching. Billabong High International School is one the Best CBSE Schools in Noida 2020. It is one of the best CBSE Schools in Noida, We are offering world-class campus infrastructure schools at Noida. Billabong High International School is one of the top international schools on Noida sector 34 near Noida City Center Metro Station. It is best schools in Noida offering best infrastructure and facilities. Billabong High International School is a well-known name amongst the top Schools in Noida. The school is known for promoting a high standard of quality education. Billabong High International School, Noida is a CBSE school located on a seven-acre campus in Sector 34, Noida, India.

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Charter Schools Are Not The Lite Version Of Conventional Public Schools

Although we hail charter schools as a promising reform, the creation of these publicly financed but (mostly) independent schools remains one of the fiercest battlegrounds in U.S. education. Since many states today have statutes authorizing such schools, however, the fight is no longer about whether any should exist. The front line in the battle has shifted to whether these schools will be free to demonstrate the power of this idea. In brief, they are different kinds of public schools. In other words, charter schools are not the lite version of conventional public schools. That is why, though we saw a number of imaginative and outstanding education programs in California charter schools, only some of them have gained control of their budgets and personnel. That is why the pent-up demand for charter schools in the Golden State vastly exceeds the supply. And that is why California's charter program, though the second-oldest in the land (after Minnesota), is generally regarded by education reformers as considerably less than a full demonstration of this strategy's potential. Though such strictures do not make it impossible to run a good school, they certainly make it harder. Most charter schools prefer to hire certified teachers when they can, but freedom to widen the search is crucial to their staffing flexibility. In our sample, nine percent of charter teachers came from private and homeschools and ten percent from outside the conventional teaching ranks altogether, including people with Ph.D.'s and university experience. District micro-management is precisely what charter schools most need to get free from. A great charter school is, in effect, a one-school district. Some are existing public schools that secede from the "system," converting to charter status; others are new institutions founded by teachers, parents or community groups. What makes charter schools so promising an education reform strategy is that they--at least those that achieve true autonomy--are accountable for results rather than following rules. Public authorities thus retain final say over these new-style public schools, which are tuition-free and open to all who wish to enroll. But charter schools are spared from day-to-day bureaucratic supervision and encouraged to be different. Hence some emphasize "core knowledge" while others stress "experiential education". Nobody, however, is forced to sign up. Pupils choose to come, which means charter schools are also accountable to their customers. If a school can't attract enough students, it must close. Yet nearly every charter school in the land has more families wanting to enroll their children than it can accommodate. And contrary to the claims of critics, these schools are being sought out not by privileged kids but by families least well served by conventional schools. Far from "creaming", as critics alleged, it's more accurate to say of charter schools that they are dealing with a lot of the "skim milk" that the regular dairy cannot or will not handle. Yet despite this early evidence of their responsiveness to some of the neediest children in the land, charter schools still have dogged enemies within the education establishment, people and groups who have striven with fair success to keep charter schools few and weak: capping their numbers, cramping their autonomy and limiting their funds. That is why, again contrary to the claims of critics, most charter laws still make it difficult to launch viable schools. And for those schools that do get launched, far from being handed a bucket of public dollars to do whatever they like with little or no accountability, charter schools in most states are burdened by myriad rules and procedures. Yet those schools that can hold onto their money and wrest real autonomy from the powers that be can be dazzling in the uses they make of this opportunity. California contains several charter schools that have been free to innovate, respond to the needs of children and become more efficient. We don't yet know for certain that charter pupils are learning more. But we know from sitting in many classrooms and interviewing hundreds of students, parents and teachers that these schools emphasize learning because they know that they will lose their charter if their students fail. They fulfill parents' demands for safety, order, basic skills and dedicated teachers. They are mostly small schools in which people know each other's faces, schools with clear missions and distinctive philosophies, schools full of adults and children who want to be there. Not a bad recipe for educational success. By offering popular alternatives to the status quo, charter schools call attention to how poorly it serves many students. By attracting needy kids, grateful parents and fine teachers, these schools signal that one size does not, in fact, fit all. And by redefining what America means by "public education", charter schools offer an accountability model that old-style schools will someday find difficult to avoid. Besides their potential for good, charter schools are a subversive influence that may do great damage to the status quo. In the face of relentless attack by forces that find such an alternative alarming, however, it's far from clear that the charter school movement will be allowed to get big and strong enough to demonstrate its full potential. Source: https://ebookschoice.com/charter-schools-are-not-the-lite-version-of-conventional-public-schools/

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Local School-To-Work Partnerships

The School-to-Work (STW) partnership model is based on the idea that there are significant economies of scale in the provision of STW programming and therefore that groups of districts working together on relatively large projects will accomplish more than single districts working by themselves on smaller projects. As soon as a state has established a statewide partnership and begun to receive STW funds, local partnerships are formed. The local partnerships can then begin to apply for grants. Each state sets its own guidelines for local partnership structure and the grant application process. To be eligible for funding, local partnerships typically have to show that school districts are committed to the project, that at least some local businesses are active participants in the enterprise, and that the planned activities and projects will be of sufficient scale to benefit students in multiple schools and/or districts. Once a local partnership has met these criteria and received funding, the state appoints a grants facilitator who works with the partnership to implement the STW system it has proposed. As noted above, the rationale for the local partnership structure is based on the idea that STW programming can be delivered more effectively if at least some activities are provided at an organizational level above that of the individual school or district. This increase in effectiveness can come about for a variety of reasons. First, a local partnership can serve as a communication link connecting the participating schools and districts. In this capacity, the partnership can speed the flow of information about successful practices from one school or district to another. It can also gather and disseminate STW information from outside sources more efficiently than can be done at the level of the individual school. Second, a local partnership can organize STW activities that need to draw students from multiple schools or districts in order to achieve the minimum scale necessary for efficient operation. For example, a specialized training program at a local business may only be attractive to one or two students at any single school. By making such a program available to students from multiple schools, a partnership can create sufficient demand to ensure its success. Third, a local partnership can simplify the task of establishing STW links between individual schools and local businesses. Very often, schools do not have the resources or contacts necessary to reach out effectively to local businesses. Local partnerships, in part because business representatives sit on their board, typically have these resources or contacts. In addition, in providing services to students, individual businesses typically prefer working with a central organization rather than a multitude of individual schools. Fourth, a local partnership includes representation from a broad range of industry and therefore has more knowledge about appropriate regional industry clusters for curriculum development than do individual schools. Participating businesses can then be involved with schools in writing standards and identifying industry skills. The end result is that the local partnership structure greatly expands the information and opportunities available to individual schools seeking to establish STW programs. Schools have access to a larger number of industry options and workplace experiences for their students and greater information about effective practices elsewhere than if they were working entirely on their own. All of these programs perform one or more of the above partnership functions for participating schools. The types of programs described in this section have been undertaken by a variety of local partnerships with considerable success. In all cases, coordination at the local partnership level has given individual teachers, districts, and schools opportunities that they would not have had working on their own. Establishing Educator in the Workplace Opportunities Educator in the Workplace programs provide work site experience for teachers. Their primary goal is to expose teachers to business issues and to increase their awareness of the skills necessary for successful employment. Some programs put teachers in the workplace for periods as long as an entire summer. In other programs the experience is of shorter duration, sometimes only a single day. The outcome is that greater knowledge of business operations, career opportunities, and the daily demands of the workplace will enable teachers to better prepare their students for the real world of work. The most effective programs require teachers to develop lesson plans based on their workplace experiences. Participating teachers also often prepare staff development programs for their colleagues based on their workplace experiences. In all cases, local partnerships institute the Educator in the Workplace opportunities for teachers. Making Business Connections Many partnerships have established ongoing links between educators and local business in order to foster easy communication. Programs have business representatives serving on boards which visit schools and classrooms regularly. Partnerships also sponsor events that foster on-going dialogue between teachers and employers. The local partnership contacts businesses and facilitates the communication with schools. Developing Career Awareness Programs The STW mandates that participating schools provide career awareness activities in the K-12 curriculum. To provide career awareness more efficiently, many local partnerships are developing career awareness materials and/or organizing career awareness activities and then making them available to all districts and schools in the partnership. Many partnerships have developed collections of career awareness materials available at either central locations within the partnership region or on a website developed by the partnership. Partnerships also arrange for local business representatives to visit school and give, in classrooms, during assemblies, and on career days, presentations which describe alternative career paths. Providing Student Work Experiences Partnerships draw students from many school districts and place them in a variety of programs from full paid internships to job shadowing experiences. Because the local partnership is involved, these opportunities are available to many more students. Some partnerships have made the provision of student work experiences and student participation a requirement of the STW program. Operating Student Camps Intensive career exploration is made possible for students through summer camps. These camps rely heavily on the participation of local business. They give students the opportunity to experience an in depth look at one or several careers. Because they are arranged at the partnership level, students also have the opportunity to meet students from neighboring school districts and businesses have the opportunity to reach a larger number of students. Improving School District Communication Many partnerships have assembled collections of STW best practice materials drawn from the experiences of schools and districts both within and outside the partnership. These publications typically include not only descriptions of individual projects, but also a variety of supporting materials such as forms, letters, curriculum links, and evaluations by both students and teachers. Organizing Workshops/Seminars In addition to providing information in printed form, partnerships often conduct best practice seminars and workshops for a broad spectrum of STW participants such as teachers, school administrators, parents, and employers. These programs serve many purposes for local partnerships: the ability to share developed materials and programs among school districts; the opportunity to keep the lines of communication open between educators and local businesses; and an occasion to promote the STW initiative. Developing Regional Career Related Skills The development of career clusters is integral to the STW model. Local partnerships are able to provide the information and resources necessary to schools in order to develop realistic career clusters. The participation of area business in this process is vital to its success. Partnerships have put together teams composed of both educators and business people to outline skills that are focused on specific occupations or industries prominent in their region. Developing Curriculum There is a need to create new curriculum materials to enhance the school-based learning component of STW programs. Often, these materials are based on the general competencies and specific skills. Local partnerships have frequently taken the lead in helping to prepare these materials. In some cases, partnerships merely provide financial support to educators to write the appropriate manuals and lesson plans. In other cases, partnerships have been involved in the development of project-based curriculum development. Concluding Remarks Local STW partnerships are just beginning to have a significant impact on the STW programs of individual schools and districts. Partnerships have instituted many valuable programs for teachers and students, established connections with local businesses, and initiated STW curriculum revisions. The longevity of these programs beyond the STW funding remains to be seen, however, if educators, businesses, students, and parents see a benefit to the economic development of their communities, continued local support for these initiatives is possible. Source: https://ebookschoice.com/local-school-to-work-partnerships/

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Free Every Mother's Son: A Chilling British Crime Thriller (DCI Kett Crime Thrillers Book 7) | Download file

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