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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
- How can English Language Learners become part of NCLB in a fair and just way?
- 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?
- Why are teachers so reluctant and fearful to share their insights and concerns and assume an educational leadership role?
- How are parents made part of a successful school?
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Maureen Connelly
TNLI
Affiliate:
New York City
If
you would like to learn more about Teachers Network Leadership
Institute, please e-mail Kimberly Johnson for more information. |
