Western High Case Study Essay

As a member of management Clive Jenkins is responsible for boosting employee morale to ensure that company goals are met

The Far West Elementary School is a school that is dedicated to a certain subset of learners that often face challenges with learning and living in the United States due to things such as cultural and language barriers. The Far West school seeks to address that while not concerning itself with making a profit. This report will cover seven major facets of the Far West program. These are, in order, an overview of the program, an assessment of the program, the needs/problem statement, the program's planning, the alternative funding streams that may exist, implementation of the program and evaluation of the program.

During the months of July and August, I established a task force team, involving all stakeholders, in our school reform and prepared a 3-year action plan to turn around our school. As the principal of High Stakes High School, my team and I shared the action plan report, based on the school data and our research in education reforms, with the superintendent. Subsequently, the team shared the findings at the first faculty conference, at the Parent Teacher Association meeting in September, and with our students during the Welcome Back to School orientation session. The report identifies the three most important steps to promoting a positive school culture and planning change. In alignment with “Competency 2—School Culture and Learning Environment to Promote Excellence and Equity Performance Expectations” (Appendix B) for New

Hayse Elementary School is a school that stands out in the state of North Carolina. The school it known for meeting state proficiency standards and is considered one of the highest-performing schools in the state. Hayse Elementary School has not always been known for its achievements. It has only been in the last few years that the school got on a track that has lead them to high performance. This rural low-wealth school in North Carolina commends its success to acknowledging their challenges, balancing equity and adequacy, and developing continual improvement measures for the future. This paper discusses how Hayse Elementary School stakeholders joined their efforts and created a path that has lead them to continual success.

North Panola High School (NPHS) serves as a perfect model for improvement within its’ academic learning communities. Change oftentimes occurs in deliberate fashion, yet offers insight into the meticulous attention that must be given to achieve change. NPHS has traditionally struggled academically until recently. As recently as the 2009-2010 (SY), the school was on the state’s radar and labeled as “At Risk of Failing”. The graduation rate was 49.1% during this same time. In addition, students were enrolling in post-secondary institutions at a rate around 30%. Of those enrolling, 15 to 20% were actually completing the post-secondary education. The enrollment data of students in post-secondary education and completion data is compiled from the researcher and counseling staff charting students’ completion until the summer of 2015.

The first step is to develop a school improvement team consisting of lead teachers, curriculum director of the school, parents, and business leaders all with an interest in the school. Achievement, demographic, program, and perception data will be collected and analyzed. Data will guide the team in developing improvement goals for the benefit of all students. A school improvement plan will be developed, through collaboration with the team, in order to achieve student achievement. The plan will be developed based on the needs of the school for improvement. I plan to listen and respond to parents’ complaints, but remain committed to the goals of the school. Teachers will meet in teams to review student work against standards, using their insights to select targets for instructional improvement, and use data to guide instructional decision making. I plan to promote teacher collaboration by providing pedagogic and structural supports. My responsibility would include maintaining a consistent focus on improving instruction, and building a staff that is committed to the school’s improvement goals. Orientation sessions can be initiated to invite parents to attend with their children before the school year starts. Parents should be contacted when students do well or exceed expectations and not just when there is a problem. I feel that parents should be kept informed about what their children are studying so that they can equip themselves to help with homework and projects.

The school is responsible for designing and implementing strategies to reach the educational goals of students. The particular high school beliefs that all kids can learn and that the mission of this school is to challenge each student to learn, achieve, and fulfill his /her potential. Principals should lead each school in implementing the policies. In addition, this high school’s improvement plan of the three legal issues: unsupervised students, hallways, and field trips should

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As I look through my personal believes in order to explain my desire to be a future administrator, I became with the conclusion that I have a heart of serving. A good school administrator has to be more than an administrator, a leader or even more, a servant of a vision. A Leader, has to be the advocacy for many students and other colleges, and I want to be an advocate for them. As a fourth grade teacher who is directly involved in the academic development and growth of young children, I have become acutely aware of the ideal type of learning environment that should be provided to both students and teachers in the school setting. In adopting a broad perspective of the school situation, which takes into account

The role of a principal in building trust in the process of change would help teachers and students to believe in adaptation. Adaptation considered as an important tool for a school principal to overcome difficulties (Fiedler, 2008). Changing the classroom environment, the methods of engaging students’

In my resent field work observation, I was given the opportunity to observe two classroom settings at two local high schools. Both of the schools that I had the opportunity in observing are both continuation high schools. A continuation high school was originally designed to provide a flexible schedule for working students, Continuation high schools now primarily serve as an important drop out prevention strategy and assist students who are deficient in the academic credits required for their grade levels (Velasco et al., 2008).The schools that I had the chance to visit was Pioneer High School and Freedom High School. Both have students who are not able to make it socially, mentally, behaviorally, or academically at a traditional high school. Each school has its own very unique culture and is something that is implemented by the school staff. Their efforts help to create a specific dynamic and feel within the school.

This paper examines the case of a newly hired principal in a small rural town in Montana, who is charged with the responsibility, in a year’s time, of guiding 172 9th-12th grade students toward their dreams, and in the process obtain higher results on their SAT and ACT scores or risk cuts to school funding. The small town is known for its farms, ranches, and lumber mills that employ the majority of the residents. Many people feel that education is not of the most importance. The students do what they can just to get by in their classes and go to work in the mills, ranches, and farms like their parents before them. It seems that there is little to no hope in seeking out bright futures for the students of Hannah Montana High School. In a short amount of time, the new principal must impress upon the students, their families and the faculty, the example of a good Godly education and what it means to be a true servant in leadership.

The Vision Development Plan provided an amazing opportunity for me to enhance my knowledge and understanding of how to truly create a vision of excellence and student success. As educators, we must be readily available to meet the demands of today’s educational system. It is important that we implement a comprehensive approach that includes all stakeholders in an effort to increase student achievement and school success. There is a substantial amount of evidence that demonstrates the benefits that family and community participation have on student achievement as well as catalyzing and sustaining school improvement and building school culture that support all students. It is our responsibility to keep the community members informed and seek their participation. We should show the community that we value their input and service. We should also implement programs that require community involvement. In addition, school leaders need to participate in activities outside of the school that allows school officials and students to establish partnerships with community leaders. School administrators must be committed to keeping the community engaged in the school activities throughout the year.

Now perhaps more than ever, schools need to develop strong community relationships. With mounting pressure coming from all directions, schools can no longer afford to remain in the past. 21st Century schools need allies in the parent community. According to Dr. Joyce Epstein, director of the Center On School, Family and Community Partnership based at Johns Hopkins University, principals need to approach parent and community involvement the same way they do curriculum, professional development, and other areas critical to school life. “There needs to be a systemization and planning and thinking for family and community involvement… The old way of thinking was that parental involvement was all about parents. The new way is that it’s

For this experience, I chose to visit an elementary school and its feeder middle school. I chose this because students leave this elementary school with a high rate of student achievement, yet in middle school the scores plummet. I wanted to investigate how they could close this gap. Comparing philosophies, expectations and leadership styles for schools within the same community was also a goal.