School Reform and Teacher Collaboration

By examining the climate at an urban school in its third year of restructuring as part of a state review, and now facing NCLB mandates, a number of burning questions are posed—all of which affect the future direction of the school. How can schools with major populations of English Language Learners best deal with students’ needs and all the mandates at the same time? To what extent can collaborative learning communities of teachers be established—and how can teachers be supported in assuming greater leadership roles? Also, how might parents become more involved?

Discussion Questions

1. How can English Language Learners become part of NCLB in a fair and just way?
2. Why are central education offices reluctant to involve teachers in   the planning and restructuring of failing schools?  Why are they afraid to support professional learning communities?
3. Why are teachers so reluctant and fearful to share their insights and concerns and assume an educational leadership role?
4. How are parents made part of a successful school?