Students Are Stakeholders, Too!

Including Every Voice in Authentic High School Reform
1. Auflage 2006
ISBN: 978-0-7619-2970-3
Verlag: Corwin

Buch, Englisch, 240 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 460 g

"Gives hope to those trying to implement a student-focused culture and offers practical advice on what steps to take."
—Donald Poplau, Principal, Mankato East High School, MN

"Profound, yet simple and easy to implement. A timely book with great implications for schools trying to meet NCLB."
—Gina Marx, Assistant Superintendent, Augusta Public Schools, KS

Including students in schoolwide decisions helps them shape their future!

Based on real events that have yielded positive results for both school culture and student achievement, this inspiring story introduces the students and staff of Knownwell High School and involves you in their journey of school improvement.

Students Are Stakeholders Too! captures students' uncanny insights in their own words and illustrates how a responsive principal involves all student segments, creates an audience for their ideas and suggestions, and engages their authentic participation with staff in decision making. Using only existing resources, educators can practice real democracy within their school community by inviting students to discuss their interests, needs, and preferences about school matters.

This resource outlines eight levels of student participation, provides questions for reflection, and introduces "Content for Consideration" sections drawn from research on high school reform, challenging the beliefs and practices of individual readers and collaborative groups of educators.

Edie L. Holcomb provides school leaders with practical strategies for promoting greater interaction between adults and students through every phase of the school improvement process.

Autoren/Hrsg.

Holcomb, Edie L.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

List of Figures
Foreword
Preface
Acknowledgements
About the Author
1. September, Year 3: Norris Starts at Knownwell High
2. Puzzles and Premises
Puzzles
Premises
3. September, Year 1: Morris, Mr. Spark and the Table Ten Advisory Group
Questions for Reflection
Content for Consideration
A Student Gets the Last Word
4. Students as Stakeholders
Creating the Space for Active Student Voice
The School Improvement Process
Alignment Between Mission and the School Portfolio
Alignment Between Mission, Portfolio, Celebrations and Concerns
Alignment Between Concerns and Priorities
Alignment Between Priorities, Study and Strategies
Alignment Between Priorities, Strategies and Evidence
Alignment Between Strategies, Evidence and Action Plans
Use of Data to Guide Decision Making
Data for Initial Review
Data to Focus Priorities
Data from Further Study
Data to Document Results
Plans for Ongoing Data Collection
Untapped Potential: Students as Stakeholders
Students as Stakeholders in the School Culture
Students as Stakeholders in Use of Data
Students as Stakeholders Planning for Change
Students as Stakeholders Monitoring Change
Students as Stakeholders in Ongoing Issues
Students as Stakeholders at Any Age
5. October, Year 1: Sentiments on Surveys, Morris on (a) Mission, and Joe Meets Mo
Questions for Reflection
Content for Consideration
Eight Levels of Student Participation
Hawaii's Students Speak
Student Voice Team
Principal as Keeper of the Mission
A Student Gets the Last Word
6. November, Year 1: Morris Does Data
Questions for Reflection
Content for Consideration
Students and Data
Service and Service-Learning
A Student Gets the Last Word
7. December, Year 1: Morris Minds the C's and R's
Questions for Reflection
Content for Consideration
Value of Group Process Tools
Personalization
A Student Gets the Last Word
8. January, Year 1: Studying Together
Questions for Reflection
Content for Consideration
Advisories and Extracurriculars
The Unheard Voice of the "Middle" Student
A Student Gets the Last Word
9. February, Year 1: Mr. Shepley's Epiphany
Questions for Reflection
Content for Consideration
School Stress and School Connectedness
The Reading Challenge
A Student Gets the Last Word
10. March, Year 1: Students Define Learning
Questions for Reflection
Content for Consideration
Dropout Factors
Instruction - Powerful and Differentiated
Gender Differences and Reading
A Student Gets the Last Word
11. April, Year 1: It's a Match!
Questions for Reflection
Content for Consideration
The Classics: Bloom and Hunter
Adult Advocates
Personal Plans for Progress
Counselors
A Student Gets the Last Word
12. May, Year 1: Kick-off Assembly - All Thumbs Up
Questions for Reflection
Content for Consideration
Flexibility and Support for Student Learning
Ninth-Grade Transition Programs
A Student Gets the Last Word
13. September, Year 2: Fresh Start, Staff Retreat
Questions for Reflection
Content for Consideration
Essential Learnings
Advisory Programs
A Student Gets the Last Word
14. October, Year 2: Football Faux Pas, Just Walking Through
Questions for Reflection
Content for Consideration
Restorative Justice
Walk-Throughs
A Student Gets the Last Word
15. November, Year 2: Plans and Portfolios
Questions for Reflection
Content for Consideration
Four-Year Plans
Senior Projects and Problems
A Student Gets the Last Word
16. December, Year 2: Home for the Holidays
Questions for Reflection
Content for Consideration
A Student Gets the Last Word
17. January, Year 2: Progress Checks
Questions for Reflection
Content for Consideration
A Student Gets the Last Word
18. February, Year 2: Midcourse Corrections and Congratulations
Questions for Reflection
Content for Consideration
A Student Gets the Last Word
19. March, Year 2: Advisory Adversity, and Failure to Meet Commitments
Questions for Reflection
Content for Consideration
Protocols
Teacher Study Groups
Peer Coaching
A Student Gets the Last Word
20. April, Year 2: The Stakes Are High
Questions for Reflection
Content for Consideration
Listening and Leadership
Students on Test Prep
A Student Gets the Last Word
21. May, Year 2: Morris Graduates
22. Norris' Notebook
Epilogues.
From a Principal
From a Graduate
From a Student Leader
From a Future Teacher
From the Author
References
Index

Über Autor(innen)

Holcomb, Edie L.
Edie L. Holcomb is executive director of curriculum and instructional services for Kenosha Unified School District No. 1 in Kenosha, Wisconsin. She has experienced the challenges of improving student achievement from many perspectives:
- From classroom teacher to university professor
- From gifted education coordinator to mainstream teacher of children with multiple disabilities
- From school- and district-level administration to national and international consulting
- From small rural districts to the challenges of urban education

She is highly regarded for her ability to link research and practice on issues related to instructional leadership and school and district change—including standards-based curriculum, instruction, assessment, supervision, and accountability. She has taught at all grade levels, served as a building principal and central office administrator, and assisted districts as an external facilitator for accreditation and implementation of school reform designs. As associate director of the National Center for Effective Schools, she developed a training program for site-based teams and provided technical support for implementation of school improvement efforts throughout the United States and in Canada, Guam, St. Lucia, and Hong Kong. She developed a comprehensive standards-based learning system for the staff and 47,000 students of the Seattle, Washington, city district and has supervised K–12 clusters of schools and evaluated principals.

Her work received the Excellence in Staff Development Award from the Iowa Association of Supervision and Curriculum Development in 1988. In 1990, her study of the needs of beginning principals was recognized by the American Association of School Administrators with the Paul F. Salmon Award for Outstanding Education Leadership Research.

She served as an elected member-at-large on the Leadership Council for ASCD International, played an active role in Washington State’s School Improvement Assistance Program, and contributed to development of the new School System Improvement Resource Guide. Holcomb is the author of four previous books and numerous articles and reviews.