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School Reform at Hickory Ridge High School

School Reform at Hickory Ridge High School . THE CLEWISTON GROUP. HOLLY BAC H. SAMMY CO. TRACY CO. ROBERTO SANCHEZ. Hickory Ridge High School. The History. Large urban school of 1800 students Teachers and administrators are in conflict Leader in obtaining technology equipments

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School Reform at Hickory Ridge High School

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  1. School Reform at Hickory Ridge High School

  2. THE CLEWISTON GROUP HOLLY BACH SAMMY CO • TRACY CO • ROBERTO SANCHEZ

  3. Hickory Ridge High School The History • Large urban school of 1800 students • Teachers and administrators are in conflict • Leader in obtaining technology equipments • Supportive parent group

  4. Hickory Ridge High School The Problem • Principal O’Connor lacks understanding • Lack of teamwork and collaboration • Lack of trust, confidence, and power • Lack of respect for each other

  5. Hickory Ridge High School The Challenge • Helping Jim O’Connor to gain the respect of the new faculty • Developing collegiality, honest and open communication • Creating a structure and sense of direction • Encouraging more design and greater experimentation

  6. Hickory Ridge High School The Challenge (cont.) • Providing tangible support and empowerment for all members of the staff • Encouraging them to reach out to the extensive research and knowledge • Protecting what is important and good about Hickory High while reforming

  7. Hickory Ridge High School The Product Specification • Building the needed relationships • Greater symbolic power • Teachers working together to share knowledge and expertise • Create a catalyst for needed reform

  8. Hickory Ridge High School The Product Specification (Continued) • Develop a curriculum • Develop the school’s collective intelligence • Develop plan for learning and staff engagement • Examine creative ways to distribute power

  9. Hickory Ridge High School The Vision • District vision: To become a • technologically driven, innovative • school district • Hickory Ridge High School vision: • To become a technological and • innovative school, where • students’ needs are met and • given the opportunity to advance • in their knowledge and skills

  10. Hickory Ridge High School The Reform • The Expeditionary Outward Bound Schools • The Coalition of Essential Schools • The Constructivism • The Outcome Base Approach • The Promethean Collaborative Classroom System

  11. Rebuilding Relationship

  12. Teacher to Teacher • In-service • Committees • Social events • Mentorship • Activities

  13. Rebuilding Relationships • Teacher to teacher • Parent Partnership • Volunteers • Administrators to veteran and novice teachers • School community and district

  14. Changing the Leadership • Principal O’Connor needs to change: • Eliminate negative words • Use constructive words • Attainable goals

  15. Reforming Curriculum • Must be refocused so that it is student-centered • Student-centered learning approach focuses on the needs of the students • In designing the curriculum, the teacher focuses on the students’ abilities, interests, challenges, strengths, and learning styles.

  16. Reforming Curriculum • This approach builds on students’ prior knowledge. • A teacher is a facilitatorof learning rather than a provider or giver or learning.

  17. Curriculum Reform (cont.) • We would incorporate into our curriculum reform ideas found in the Expeditionary Learning Outward Bound and the Coalition of Essential Schools.

  18. Curriculum Reform (cont.) • Both share the idea that students learn best when they can create authentic projects through hands on activities. • This aligns with our constructivism approach. • Students construct their learning.

  19. Curriculum Reforms (cont.) • Students take an active role in their own learning, as opposed to a passive role. • Higher student engagement will lead to higher student achievement and reduced student misbehavior.

  20. Curriculum Reforms (cont.) • Why? Takes into account student interests. • However, we must move beyond just reforming our core academics (math, sciences, English, social sciences)

  21. Curriculum Reforms (cont.) • Our curriculum reform would have a commitment to democratic values and social justice. • Our school is not just a place where students come to learn information, but rather they come here to become informed and compassionate human beings and morally responsible citizens one day.

  22. Curriculum Reforms (cont.) • All teachers need to be provided with training that teaches them how to build sensitivity, respect, appreciation, dignity, and sensitivity in the classroom among the students.

  23. Curriculum Reforms (cont.) • Multicultural education and moral education • This would in turn create a very effective learning environment where students feel safe, secure (emotionally and physically) and comfortable.

  24. Changing Instruction • Changes in curriculum are hard to impossible without changes in instruction. • Foot soldiers must carry out the mission. • Teachers unwilling to change their instructional approaches need to be let go.

  25. Changing Instruction • The quality of the teachers must be improved. • Principal O’Connor should hire better teachers • How so?

  26. Changing Instruction • Begins with the heart of a teacher. • The school can encourage the school district to work with local banks, realtors to provide incentives for teachers to come and work at Hickory High. • The principal needs to provide incentives for good teachers to come and work at Hickory High. • Examples includes, monthly raffles, recognition awards, and rewards.

  27. ACTIVboard with ACTIVstudio2 Lesson Development Software The Promethean Collaborative Classroom System

  28. The Promethean Collaborative Classroom System ACTIVslatefor student participation

  29. The Promethean Collaborative Classroom System ACTIVotewireless handheld for whole group student feedback

  30. More than just an interactive whiteboard: The Promethean Collaborative Classroom System Source: http://www.swc.net/education/classroom-promethean.tpl

  31. The Promethean Collaborative Classroom System • More than just an interactive whiteboard: • Focuses student attention • Increases participation • Improves learning • Reduces discipline problems • Source: http://www.swc.net/education/classroom-promethean.tpl

  32. The Components of the Promethean Collaborative In a fraction of the time! Source: http://www.swc.net/education/classroom-promethean.tpl

  33. Built to last and designed specifically for classroom use. The anti-glare, electromagnetic surface is extremely durable and cannot be punctured by a ballpoint pen or compass.  Source: http://www.swc.net/education/classroom-promethean-proactiv.tpl ProActiv Whiteboard

  34. The proACTIVboard has a built-in wireless technology. Source: http://www.swc.net/education/classroom-promethean-proactiv.tpl Whiteboard

  35. ACTIVstudio2 Lesson Development Software Primary benefits of ACTIVstudio2: Source: http://www.swc.net/education/classroom-promethean-activstudio2.tpl

  36. Ensures that all objects are visible: Source: http://www.swc.net/education/classroom-promethean-activstudio2.tpl ACTIVstudio2 Lesson Development Software

  37. ACTIVstudio2 Lesson Development Software 3 ways for Student Participation: Source: http://www.swc.net/education/classroom-promethean-activstudio2.tpl

  38. ACTIVstudio2 Lesson Development Software Students Never Miss a Thing. Can print or export lessons to: Source: http://www.swc.net/education/classroom-promethean-activstudio2.tpl

  39. The ACTIVslateXR Teachers can control the proACTIV board from anywhere in the room using the ACTIVpen to write directly on the ACTIVslateXR rather than on the board itself. Source: http://www.swc.net/education/classroom-promethean-activslatexr.tpl

  40. Benefits of using ACTIVote: • Students become engaged and retain more information. • Formative assessment becomes truly enjoyable. • Teachers and students are provided with immediate feedback. • Source: http://www.swc.net/education/classroom-promethean-activslatexr.tpl The ACTIVote

  41. Benefits continued: • Efficient assessment process • Students are motivated to respond. • Responses can • be anonymous • Source: http://www.swc.net/education/classroom-promethean-activslatexr.tpl The ACTIVote

  42. CONCLUSION • The Expeditionary Outward Bound Schools • The Coalition of Essential Schools • The Constructivism • The Outcome Base Approach • The Promethean Collaborative Classroom System

  43. CONCLUSION (CONT.) • Systematic school reforms require a research based approach • Building relationships and partnerships • Empowering parents, students, and teachers • Collaborating with the school community

  44. CONCLUSION(cont.) • Establishing effective instructional approaches • Implementing meaningful curriculum reforms • Integrating the actual use of technology in curriculum and instruction

  45. REFERENCE Anonymous. (2006). Media and methods. Rising Star in Educational Technology, 42(2), 36. Retrieved November 8, 2008, from ProQuest database. Christenson, S.L., Whitehouse, E.L., & VanGetson, G.R. (2007). Partnering with families to enhance students’ mental health. In B. Doll, & J.A. Cummings (Eds.). Transforming school mental health services: Population-based approaches to promoting the competency and wellness of students services (pp. 69 – 101). Thousand Oaks, CA: Corwin Press. Cunningham, W. G., & Cordeiro, P. A. (2009). In Dragin S. D. (Ed.), Educational Leadership (4th ed.). Boston: Pearson Education, Inc.

  46. REFERENCE Fletcher, G. (2002). Education Act set stage for technology reform. T.H.E. Journal, 29(7). Retrieved November 8, 2008, from ProQuest database. Golden, W.C. (2006). Parent Partnerships. Florida School Leaders. Retrieved November 2, 2008, from http://www.floridaschoolleaders.org/index.aspx Hyslop, A. (2007), Create incentives for students to pursue the core curriculum in an interest-based context. Techniques, 28-29. Retrieved November 6, 2008, from http://www.acteonline.org

  47. REFERENCE Lessen, E., & Sorensen, C. (2006). Integrating Technology in Schools, Colleges, and Departments of Education. Change, 38(2), 44-49. Retrieved November 7, 2008, from ProQuest Education Journals database. Lynn, L. (1997). Teaching Teachers to Work with Families [Online version]. Harvard Education Letter. Retrieved November 12, 2008, from http://www.edletter.org/past/issues/1997-so/teaching.shtml Lukaszewski, J. E. (2008). The Ingredient for Good Leadership [Electronic version]. The School Administrator, 65. Retrieved October 26, 2008, from http://www.aasa.org/publications/saarticledetail.cfm?

  48. REFERENCE Misco, T. (2007). Did I forget about the dispositions? Preparing High School Graduates for Moral Life. The Clearing House, 267-270. Retrieved November 1, 2008 from http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ773625&ERICExtSearch_SearchType_0=no&accno=EJ773625 Nemko, M. (2004), Reforming misdirected school reform. The Education Digest, 39-43. Retrieved November 3, 2008 from http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ741173&ERICExtSearch_SearchType_0=no&accno=EJ741173

  49. REFERENCE Project Appleseed. (2008). Six Slices of Parental Involvement Powerpoint Presentation. Project Appleseed. Retrieved November 8, 2008, from http://www.projectappleseed.org

  50. Q & A THANK YOU

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