1. Chapter 6 The Organization of American Schools “Good teachers know that teaching is a people profession and understand that how they present themselves in the classroom will go a long way in motivating their students to learn.” –Candace Fisk, Teacher

2. Chapter Objectives What is a school? The organization of typical schools The structure of elementary schools and why they’re organized the way they are The structure of (1)high schools, (2)junior highs, and (3)middle schools and “why” they’re organized the way they are The characteristics of “effective” schools

3. What is a School? Purpose? A Social system is an organization with established structures and rules designed to promote certain goals. promoting both student’s growth and development the well-being of a country and its citizens

4. School District A school district is an administrative unit within a geographical area given the responsibility for education, within its borders. What is important now is to remember that individual schools are part of a larger organizational framework called a district. Twin Falls School District All elementary schools Both junior highs Twin Falls High School

5. Administrators and Support Staff Administrators: responsible for the day-to-day operation of the school. teachers Staff Principal are the individual given the ultimate responsibility for the school’s operation.

6. The Physical Plant The physical organization: Its box-like structure: with hall upon hall of separate “cells” easy access from room to room Leads to isolation between teachers Fragmentation in the curriculum. When you’re in your classroom and shut the door you’re essentially on your own every day.

7. School Organization and the Curriculum Curriculum- what teachers teach and what students learn. Standards: The student will be able to… (SWBAT) (TLW) School organization according to: (1) developmental (Looping) characteristics of students (2) economics and politics. (middle school) 1. Student safety, as well as seemingly mundane concerns like the height of drinking fountains and toilets.

8. Early Childhood Programs Are heavily influenced by developmental psychology and the developmental needs of young children Accommodate differences in children’s development by allowing them to acquire skills and abilities at their own pace through direct experience. Research shows that effective early childhood programs can have a powerful effect on later success in school and life.

9. Elementary Teachers Knowledgeable enough to effectively teach reading, language arts, math, science, and social studies. Some content areas- frequently science, social studies, art, and music- are de-emphasize by teachers who feel uncomfortable teaching in these areas.

10. Elementary Teachers’ Responsibilities Escort your students from your room to the cafeteria and back, or from your classroom to the media center and back. Do not attend school functions such as play rehearsals, music events w/ the class. (called specials) P articipate in school governance. COMMITTEES, Handbook, Safety Programs Attend assemblies

11. Schedules for Two Elementary School Teachers Schedule: First-Grade Third-Grade Clean up/prepare for dismissal 2:45-3:00Call buses/dismissal2:45-3:00 Read story2:30-2:45Class meeting2:30-2:45 Spelling/catch up on material not covered earlier 2:00-2:30Social studies/science1:45-2:30 Math12:45-2:00P.E.1:15-1:45 Lunch12:15-12:45Center time (practice on language arts and math) 12:20-1:15 Language arts/social studies/science 11:15-12:15Read story11:50-12:20 P.E.10:45-11:15Lunch11:20-11:50 Snack/independent reading10:20-10:45Math10:30-11:20 Language arts (including reading and writing) 9:15-10:20Language arts (including reading and writing) 8:45-10:30 Independent work (practice previous day’s math) 8:30-9:15Morning announcements 8:30-8:45 School begins8:30 a.m.School begins8:30 a.m. ©2005 by Pearson Education, Inc. All Rights Reserved

12. Elementary Schools Responsible for all subject content areas. Young children need the stability of one teacher and a single. Self-contained classrooms provide emotional security for young learners. Allows teachers to accommodate for the developmental needs of young children.

13. Common Ways to Organize Schools School LevelGrade Ranges Elementary SchoolK-2 K-3 K-5 K-6 Middle School5-8 6-8 7-8 Junior High School7-8 7-9 8-9 High School9-12 10-12 ©2005 by Pearson Education, Inc. All Rights Reserved Introduction to Teaching: Becoming a Professional, 2 nd Edition Kauchak and Eggen

14. School Policies Middle or Secondary Teacher: monitor students moving through the hallways Attend assemblies in the auditorium Provide education and safety of five or six different classes of eighth graders or eleventh graders. contribute to the governance and running of the school. do not attend football games and sporting events.

15. Developmental Characteristics of Students Development refers to the physical changes in children as well as changes in the way they think and relate to their peers that result from maturation and experience. (Original Structure) Fifth graders are typically bigger, stronger, and more coordinated than first graders; They are physically more developed. They think differently than do first graders. Differences in social development also exist.

16. Economics and Politics The decision to change the organizational structure was based primarily on economics, number one reason. Large group of students per grade Lack of classrooms

17. Middle Schools vs Jr. High 1. Interdisciplinary Teams 2. Long-term teacher-student relationships 3. Interactive teaching strategies 4. Eliminate activities that emphasize Development differences HOW?...to accomplish these 4 goals:

18. Middle School Philosophy Create schools-within-schools to make them smaller and more personal. Same group of students with like teachers. Turn homeroom periods into student-advisory periods, where students can get to know teachers and discuss events relevant to their lives. forming relationships, helps students adjust to an atmosphere that is less personal than their elementary schools Allow students to keep the same counselor for the entire four years because…….. Long-term teacher-student relationships: “advisor-advisee”

19. Middle Schools Transition Organized to meet the unique needs of students. Some of the girls are young women, fully developed physically and emotionally, while others are still little girls. (Transitional period) Specifically designed to meet the needs of early adolescents and help them make the transition by minimizing differences such as……….

20. Middle School Goals Eliminating activities that emphasize development differences, such as competitive sports. Reduce embarrassment and support risk-taking Teachers use strategies based on interactive questioning and student involvement to Increase motivation, which often drops during the early adolescent years.

21. The Comprehensive High School School designed to meet the needs of all students, academically, vocationally, socially, personally. Advanced Placement (AP) classes- these courses allow students to earn college credit while still in high school, making college less time- consuming and expensive. Dual -enrollment The Comprehensive High School is NOT worried about tracking, but critics are…..

22. Criticism of the Comprehensive High Schools Focus on: tracking, size, departmentalization, and lack of rigor Students in lower level track often get a substandard educational experiences. (minorities) Size exceeds; which becomes impersonal and bureaucratic. ( nothing more than shopping malls where students look for entertainment) Need “smaller learning communities” w/in large schools………..not dictated by age!

23. Consequences: Retention Issue Grade retention: The process of making students repeat a grade, if they don’t meet certain criteria. Less common Alternatives to social promotion exist: before-and after-school programs, summer-school programs instructional aides working with targeted children, peer tutoring Distant learning alternative Telecommunication Video Conferencing Computer Conferencing Web-based Systems Virtual Schools Blackboard systems YouTube's Wimbas Audio and Webcam Recordings

24. What is an Effective School? One in which learning for all students is maximized. Accountability List eight circle top 3 Both high-and low- SES students learn more Expectations What role will standards play in the classroom?

25. What is an Effective School? One in which learning for all students is maximized. 1) Optimal School and class size: Reducing class size does indeed increase learning for all students. 2) Leadership: Principal as instructional Leader: (1) Set high standards; (2) use instructional time wisely; and (3) use student learning as a criteria for making decisions. 3) Personal Teaching Efficacy is the belief that teachers can promote learning in all students regardless of their background and ability. (teacher attitude)

26. 4) Safe and Orderly Environment: As schools become larger, it becomes more difficult to create learning communities in which students feel safe to learn and develop. Huge schools tend to depersonalize education, making it harder for teachers and students to know each other and work together. Schools must be large enough to provide the varied curricular offerings needed to help students learn as much as possible, but not so large that students get lost. Both high-and low-SES students learn more in schools of this optimal size.

27. Effective School Concerns 5) Interactive Instruction 6) Frequent monitoring of Students Progress 5. “Assessment centered” 7) Parental and Community Involvement: Research indicates that students benefit from home-school cooperation. Parents highest concern is not test scores, but safety. More positive attitude Achieve more

28. The Changing Role of Teachers 1st, “ accountability” is here to stay. 2nd, you may be expected to spend more time teaching. Teachers are also central to a school’s effectiveness: Their attitude. The way they teach. They collect a great deal of information about students’ learning progress.