Changing Suburbs, Changing Students : Helping School Leaders Face the Challenges

by Shelley B. Wepner

• ISBN13: 9781452203911
• ISBN10: 1452203911
• Format: Paperback
• Publisher: Corwin Pr

Summary

This book helps school leaders address the challenges of increasingly diverse suburban districts so that they can serve as agents of positive change in dealing with the sociocultural and sociopolitical transformation happening in their schools. The authors, founders of The Changing Suburbs Institute, show school and district leaders how to transform their schools so that leaders and teachers are both able and willing to work effectively with the many types of students that populate their classrooms and increase student achievement. The book provides: An overview of the issues and challenges to increase school and district leaders' understanding of changing suburban schools Administrative, instructional, curricular, and professional development ideas for tackling such challenges at both the elementary and secondary levels Guidelines for succeeding with teachers, students, and the community A collaborative model for partnering with colleges/universities and communities to promote professional development and student learning

Table of Contents

List of Figures	p. xi
Foreword	p. xiii
Preface	p. xvii
Acknowledgments	p. xxvii
About the Authors	p. xxxi
The Challenges of Changing Suburban School Districts	p. 1
The Changing Suburbs	p. 3
What Do We Mean by the Changing Suburbs?	p. 4
Evolution of the Middle-Class Suburbs	p. 5
Immigration and Its Impact on the Suburbs	p. 5
Patterns of Change	p. 6
Schools in the Changing Suburbs	p. 7
Facing the Challenges of Changing Suburban Schools	p. 9
Guidelines for Moving Forward	p. 11
Study Demographics	p. 11
Form Networks	p. 12
Learn About Programs	p. 16
Create a Culture of Acceptance	p. 20
Concluding Remarks	p. 21
The School Leader's Role in the Changing Suburbs	p. 23
Role Similarities and Differences for Urban, Rural, and Suburban Leaders	p. 24
Urban Leaders	p. 24
Rural Leaders	p. 25
Suburban Leaders	p. 26
Challenges for School Leaders in Changing Suburban School Districts	p. 28
Student Achievement in Relation to National and State Mandates	p. 28
Funding	p. 30
Personnel Issues	p. 30
Community Issues	p. 30
Professional and Personal Challenges	p. 31
Guidelines for Succeeding in Changing Suburban School Districts	p. 34
Assess Your Own Belief System and Know Yourself	p. 34
Engage in Environmental Scans to Understand Changes	p. 37
Reaffirm Existing Relationships and Form New Ones	p. 39
Collaboratively Develop a Plan of Action That Acknowledges Changes	p. 40
Monitor Progress	p. 44
Concluding Remarks	p. 45
Addressing The Challenges of Changing Suburban School Districts	p. 47
Changing the Culture of the School	p. 49
Opportunities and Challenges of Increasing Diversify in the Schools	p. 50
Responsibilities of School Leaders	p. 50
Responsibilities of Teaching Staff	p. 51
Responsibilities of School Community	p. 52
Ways in Which Teachers and Schools Are Changing to Accommodate Increasing Diversity	p. 53
Examples of Changes in Teachers and Schools	p. 53
Creating a School Culture That Works	p. 56
Building Trust	p. 56
Engaging Personal Culture	p. 56
Confronting Issues of Social Dominance and Social Justice	p. 57
Transforming Instructional Practices	p. 57
Engaging the Entire School Community	p. 58
Guidelines for Creating and Sustaining a Culture That Works	p. 59
Develop Self-Reflective Practices	p. 59
Work Within and Across Cultures	p. 59
Promote Communication Practices	p. 61
Assess Climate and Culture	p. 61
Concluding Remarks	p. 62
Professional Development	p. 63
Characteristics of High-Quality Professional Development	p. 64
Honors Teachers' Experiences and Acknowledges Teachers' Beliefs	p. 64
Builds Trust	p. 65
Is Collaborative and Relevant	p. 65
Focused on Student Achievement	p. 66
Adequately Funded	p. 67
Contexts, Strategies, and Structures for Professional Learning	p. 67
School-Based Professional Development	p. 67
School-University Partnership as a Structure for Professional Learning	p. 68
Analyzing Student Work	p. 70
Coaching	p. 71
Mentoring Programs	p. 71
School Visitations	p. 73
Action Research	p. 75
The Role of the School Leader in the Professional Development of Teachers	p. 76
Guidelines for School Leaders for Establishing Conditions for Successful Professional Learning	p. 76
Create a Shared Vision	p. 77
Create a Schoolwide Action Plan	p. 77
Form Teams to Move the Plan Forward	p. 77
Articulate Clearly the Roles and Responsibilities of Coaches in Promoting Professional Development	p. 83
Measure Impact	p. 83
Concluding Remarks	p. 83
Implementing Programs for Culturally and Linguistically Diverse Student Populations	p. 85
Overview of Program Needs for Diverse Student Populations	p. 87
Challenges	p. 87
Helping Teachers Create Culturally Responsive Classrooms	p. 90
Assessing Culture	p. 90
Valuing Diversity	p. 91
Curriculum and Program Changes	p. 92
Programs for ELLs	p. 92
Assessment of Programs	p. 101
Establishing Purpose for Assessment	p. 101
Gathering Data	p. 103
Using Findings to Strengthen Program Development	p. 103
Guidelines for School Leaders	p. 103
Determine Instruction in Relation to Student Needs	p. 103
Delineate Roles and Responsibilities of School Leaders and Teachers	p. 104
Promote Positive Interaction in the School and Community	p. 105
Concluding Remarks	p. 106
School-University Collaboration	p. 107
Reasons for School-University Collaborations	p. 108
Professional Development	p. 109
Student Achievement	p. 115
Help With Administrative Staffing Needs	p. 119
Challenges With School-University Collaborations	p. 120
Institutional Culture Clashes	p. 121
Communication	p. 121
Conflicting Expectations	p. 122
Paradigm Shift	p. 122
One-Way Flow of Activities From University to K-12 Schools	p. 123
Guidelines for Forming School-University Partnerships	p. 124
Put Liaisons in Place	p. 126
Ensure Communication Among Stakeholders	p. 126
Have Written Agreements	p. 127
Make Sure Funding Is Available	p. 128
Assess Partnership Viability	p. 129
Concluding Remarks	p. 130
Creating an Elementary Community School	p. 131
Description of School History	p. 132
Definition of Community School	p. 132
Purpose and Elements	p. 133
Examples of Community Schools	p. 134
Transforming One School	p. 136
Principal's Analysis	p. 136
Change Process	p. 137
Involvement of Community	p. 138
Pursuit of Funding	p. 140
Involvement of a College and University	p. 141
Role of CSI in the School's Transformation	p. 141
Data to Support Efforts With CSI	p. 142
Challenges in Transforming a School	p. 142
Overcoming Roadblocks	p. 142
Working With Teachers	p. 144
Working With Parents and the Community	p. 145
Working With Students	p. 145
Description of the School Today	p. 146
Teachers' Attitudes, Qualifications, and Classroom Practices	p. 147
Student Achievement Differences	p. 148
Community Involvement	p. 149
Future Goals	p. 149
Guidelines for Forming a Community School	p. 150
School Leaders Must Embrace and Promote the Community School Concept	p. 150
Teachers Need to Open Their Classrooms to Community Partners	p. 151
Partners Need to Support Both School and Community	p. 151
Concluding Remarks	p. 152
Working With Parents	p. 153
The Importance of Parents as Partners in Children's Education	p. 154
The Impact of Parents on Student Achievement	p. 154
Issues of Parents in Changing Suburban School Districts	p. 156
Cultural Differences	p. 157
Language	p. 157
Socioeconomic Status (SES)	p. 158
Poverty	p. 158
Work Responsibilities	p. 159
Promoting Parent Engagement in Changing Suburban Schools	p. 160
Changing Suburban Schools' Approaches: Overcoming Challenges and Reducing Barriers to Parent Engagement	p. 160
Outreach	p. 161
Communication	p. 163
Before- and After-School Initiatives	p. 164
Special-Education Classifications, Services, Support, and Rights	p. 165
Role of Higher Education: Leadership and Resources	p. 166
Guidelines for Working With Parents in Changing Suburban Schools	p. 167
Understand, Acknowledge, and Address Parents' Issues and Challenges	p. 167
Ensure That Teachers Are Knowledgeable About Parent Challenges	p. 167
Develop Collaborative Relationships With the Community	p. 169
Document Success	p. 170
Concluding Remarks	p. 170
Summary of Guidelines for School Leaders	p. 171
References	p. 175
Index	p. 189
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