Summary: Resegregation: What's the Answer?
No Half Steps, No Equivocation
The resurgence of segregation in public schools has led some to believe solutions to this problem must be dealt with from higher levels (The White House). Incentives (more carrot dangling) should be introduced to entice schools to cope with the problem. Boston schools, were incentive programs have been used, have produced positive results. At least 90% of the students are graduating and heading to higher education. Minority parents do feel integrated classrooms are beneficial to their children building relationships across socioeconomic boundaries and seeing their children suceed in the classroom and beyond. Short term and long term strategies (A White House introduced system of Incentives, supposedly the money is available...) can be effective. The short term strategies can be implemented quite quickly, where the long term strategies (zoning laws, racial steering, etc...) may never be seen in our lifetime.
Insist on Excellence for All
For African-American children, attending white schools was a birth right to better education, not so much for white companionship. Resegregation is continuing to happen all around. Whites left the urban neighborhoods to the blacks. Housing is an issue for minorities, mostly centered around the urban schools. Just because a school has whites does not mean they should have the better educational environment. There are three key components to success in a school where there is a trinity of strong relationships between the parents, administrators, and parents: This is important, you can do it, and we will not give up on you (Tatum, 2010). The opportunities for minorities must extend beyond the classrooms of desegregating conformity.
Connect Students to Society
We cannot ignore the dangers of segregation even in urban school districts, where it not may be a priority of the attending administration. Advocation of equality from different advocacy groups nationwide, could be a huge help for assisting minority students in receiving equal education opportunities as whites. Opportunities more easily accessible to all students of any color will stregthen our educational system.
Address Housing Equity
The political climate and low-income housing has alienated and forced a concentration of low-achieving minority/ethnicity students to be none the less closer to closing the achievement gap. Leaders of a community need to create dual-immersion schools (middle school grades) in the inner cities. By doing so, the cultural gap will close naturally, helping to ignite the achievement gap to a close. To change the situation over the long run, we must (1) increase subsidized housing; (2) locate it in places that will give children access to strong integrated schools; and (3) reassign students to schools that will integrate them racially, socioeconomically, and linguistically (Gandara, 2010). I hope legislators have been lifting weights, for they have some mountains to move.
Reference
Eaton, S., Gandara, P., Kozol, J., & Tatum, B. D. 2010. Resegregation: What's the Answer?
No Half Steps, No Equivocation, Insist on Excellence for All, Connect Students to Society, & Address Housing Equity. Retrieved November 12, 2010 from the Educational Leadership website http://ascd.org/publications/educationalleadership/nov10/vol68/num03/Resegregation@-What's-the-Answer%C2%A2.aspx
Summary: Longitudinal Data Systems in Education
Executive Summary
The ultimate goal is to ensure that state education systems are preparing students for long-term success in college, postsecondary training and the workplace (Longitudinal Data Systems in Education, 2010). Some states may miss out on the opportunity to have their school information stored in one digital warehouse. With SAS, information gaps among key educational agencies need no longer exist, and decision makers can be armed with the accurate data they need to make proactive decisions and effective education policies (LDS in Edu., 2010).
Drivers of LDS
A robust LDS initiative includes linked student records, teacher records, test scores, course selection, finances, certifications, licensure, salary and more (LDS in Edu., 2010). The primary point is to optimize educational decisions and outcomes.
Barriers to LDS (Political & Technical)
Legislative
-Funding (The economy in general)
-Leadership (Political leaders and their views are progressive)
-Laws (Prohibit student information being displayed across large networks)
Security
The stakeholders need to know that the sensitive information will be secure from hackers and/or leaked to the wrong parties. My question...what if third parties, companies that market to teenagers, get hold of this information? It is analagous to insurance companies having our genetic codes!
Collecting and Implementing Data
This is a large scale challenge that takes crucial time. Integrating the data, would enable states to transform and combine disparate data, remove inaccuracies, standardize on common values, parse values and cleanse dirty data to create consistent, reliable information (LDS in Edu., 2010). Some agencies may block data from being released to all other agencies.
Scalability & Reporting Challenges
It is going to take crucial time to provide a structure that allows for this massive digital warehouse of educational information. All agencies must work together to achieve this structure to ensure it runs smoothly and cooperatively. Centralizing the data for usage can be useful to all using the information.
Successful Models (Industry & Government) & Accelerating LDS Initiatives
Getting agencies in education up to speed is the key. Businesses have been doing this for years, patience will be needed at all educational levels for success. The speed of the analytics is the key, can schools use the data efficiently? A smooth transition of information, over a period of time, as technologies are introduced and brought up to speed.
Critical Components
-Data Integration-
Enables organizations to integrate data from any source and in any format (LDS in Edu., 2010).
-Analytics-
Once state education departments bring their data together using SAS Data Integration,
they can apply analytics to answer questions, solve problems and make data-driven
decisions (LDS in Edu., 2010).
-Reporting
SAS solutions can make compliance reporting straightforward, complete with backup data in which users can have confidence. They also empower all users by giving them self-service access to reports on a need-to-know basis while respecting the need for IT control of the underlying data and access controls. At the same time, data can be shared across departments and districts from a centralized repository, eliminating the need to maintain data, security and metadata in several places and formats. This simplified data sharing can encourage and enable collaboration among policy analysts, administrative leadership and more (LDS in Edu., 2010).
-Most important...School Solutions...someone has to make the crucial decisions
-Leverage existing hardware, software, data and human resources (LDS in Edu., 2010).
-Take an iterative approach to implementation by starting with your most pressing
needs and build on your successes over time (LDS in Edu., 2010).
-Adapt readily to platform changes, database additions and changing school
system requirements, so there’s no worry about outgrowing the system over time (LDS in Edu., 2010).
References
Longitudinal Data Systems in Education 2010. Retrieved November 12, 2010 from the Educational Weekly website http://www.edweek.org/ew/index.html
Longitudinal Data Systems in Education 2010. Retrieved November 12, 2010 from the Educational Weekly website http://www.accelacomm.com/jaw/EWHP/53/51153520/
Monday, November 15, 2010
Tuesday, October 19, 2010
Diverslemma
Q: What are the two most challenging issues that you deal with, in regards to special education or with student 504's?
A: "First, most of the students at Trinity are hands on learners (kinetic learners) – the biggest challenge is making sure the teachers are using hands on teaching techniques in the class room as they teach the material. The second – that the staff continually reinforces hands on STUDY SKILLS. Students need constant reinforcement to apply all the skills we taught in Sept." - Principal Bruce Corwin, Trinity Prep HS 10/16/10
Q: Any further comment or explanation?
A: "None at this time." - Principal Bruce Corwin, Trinity Prep HS 10/16/10
At TPHS we do our best to accomodate all students and their diversities. The survey to be administered this week will shed a better light on how well we are meeting their/those diverse needs in hopefully all areas.
"If you have an apple and I have an apple, and we exchange apples, we each have an apple. If I have an idea and you have an idea, and we exchange ideas, then we each have two ideas." ~ George Bernard Shaw
A: "First, most of the students at Trinity are hands on learners (kinetic learners) – the biggest challenge is making sure the teachers are using hands on teaching techniques in the class room as they teach the material. The second – that the staff continually reinforces hands on STUDY SKILLS. Students need constant reinforcement to apply all the skills we taught in Sept." - Principal Bruce Corwin, Trinity Prep HS 10/16/10
Q: Any further comment or explanation?
A: "None at this time." - Principal Bruce Corwin, Trinity Prep HS 10/16/10
At TPHS we do our best to accomodate all students and their diversities. The survey to be administered this week will shed a better light on how well we are meeting their/those diverse needs in hopefully all areas.
"If you have an apple and I have an apple, and we exchange apples, we each have an apple. If I have an idea and you have an idea, and we exchange ideas, then we each have two ideas." ~ George Bernard Shaw
$pecial Floodgates of Care
Summary:
The U.S. Supreme Court ruled in favor of an Oregon family, 6-3, that they can sue the local public school district, their son attended, to cover the cost of the private school he attended. The public school determined he he did not qualify for their special education services at the time. According to some, minimal care given by the school district, could have avoided his care (residential) at the private school. The private school is approximately $60K a year. An attorney representing the Forest Groves School District (the public school), said the family, "acted unilaterally, and forfeited any reimbursement!" There was no notice to Forest Groves District of this decision to move the boy. The floodgates are open, according to some, for more families to use this case to sue public school districts into paying for their unilateral decisions also. On the bright side, some feel this situation will encourage school districts to cooperate/communicate with parents in a more professional manner.
My Verdict:
Who are we to judge families and the decisions they make? This family felt it was best to move their child to a costly private school. This situation is somewhat analagous to the Lebron James drama that occured over the summer...Yes, he should have informed the Cavaliers owner, Dan Gilbert, of his decision prior to the airing of, 'The Decision,' on ESPN,' just as the family probably should have informed the school district. Lebron, like this family, did make a unilateral decision, so what? Again, who are we to judge what Lebron feels is the best decision to take his talents to South Beach, and play for the Heat, and what environment this family feels is best for their son and his educational needs. Both of these situations, show that when a decision is to be made, people sometimes do what they feel is in their best intentions, regardless of adivice or prior sought out advisement...that is interesting, eerily similar to how some educational administrators make decisions...i.e. Cut-Throatson Academy???
References:
The U.S. Supreme Court ruled in favor of an Oregon family, 6-3, that they can sue the local public school district, their son attended, to cover the cost of the private school he attended. The public school determined he he did not qualify for their special education services at the time. According to some, minimal care given by the school district, could have avoided his care (residential) at the private school. The private school is approximately $60K a year. An attorney representing the Forest Groves School District (the public school), said the family, "acted unilaterally, and forfeited any reimbursement!" There was no notice to Forest Groves District of this decision to move the boy. The floodgates are open, according to some, for more families to use this case to sue public school districts into paying for their unilateral decisions also. On the bright side, some feel this situation will encourage school districts to cooperate/communicate with parents in a more professional manner.
My Verdict:
Who are we to judge families and the decisions they make? This family felt it was best to move their child to a costly private school. This situation is somewhat analagous to the Lebron James drama that occured over the summer...Yes, he should have informed the Cavaliers owner, Dan Gilbert, of his decision prior to the airing of, 'The Decision,' on ESPN,' just as the family probably should have informed the school district. Lebron, like this family, did make a unilateral decision, so what? Again, who are we to judge what Lebron feels is the best decision to take his talents to South Beach, and play for the Heat, and what environment this family feels is best for their son and his educational needs. Both of these situations, show that when a decision is to be made, people sometimes do what they feel is in their best intentions, regardless of adivice or prior sought out advisement...that is interesting, eerily similar to how some educational administrators make decisions...i.e. Cut-Throatson Academy???
References:
Abramson, Larry. "Justices Rule For Parents Of Special Ed Student." NPR : National Public Radio : News & Analysis, World, US, Music & Arts : NPR. Web. 16 Oct. 2010. http://www.npr.org/templates/story/story.php?storyId=105797012
"NPR Media Player." NPR : National Public Radio : News & Analysis, World, US, Music & Arts : NPR. Web. 18 Oct. 2010.
Sunday, October 3, 2010
Eduevolution
A quote I adhere to most often, "Everything in moderation." Not true when it comes to knowledge and the pursuit of it. I know all of the videos enhanced my eagerness and desire to help build a better education system. My trilemma is determining three videos to focus on and discuss. TED, the U.S. Education Problem, and Adult Literacy shined above all the others, when it came down to deciding. I do agree, due to my experiences with technology, that digital engagement is the turnpike into the hearts and minds of digital imigrants and natives. Largely by the digital route, we as teachers will see a change in our pedagogical dna. If I were prinicipal and applied the content from the videos to what my school would look like and how it would be run, then I believe people would say that goes against the norms and the invalid standardized testing that takes place every year in U.S. Schools.
Mr. Baraniuk and Sir Robinson would be my left and right hand consultants at Lambwood Leadership Prep High. Yes, that is correct, I have a named already picked out for my private high school of leadership. The possibilities are endless for acquiring knowledge and high-level learning achievement; open source learning, a knowledge ecosystem, and where a student becomes an educational DJ. A place where every progressive source of knowledge is continuously harvested and made available to all. For example, imagine no more math text books, digital texts instead with every equation available for practical usage anytime anyplace. I like what Mr. Baranuik said about creative commons, it needs to be used and free to all for use. By having such an institution, a learning revolution of innovation would take place that would feed the spirits of these future leaders. I agree with Sir Robinson's notion that we need to create this agricultural model of education, through which an organic process can proceed, personalizing education to the individual. All of this accomplished with technology in and out of the classrooms.
The video stated, the U.S. Education Problem, discusses jobs being outsourced and how we need to incorporate interlocalism support, a two way street of educational altruism. At LLPHS, we would develope and support interlocalism through encouraged volunteerism, community outreach, and technological donation. In my opinion, only through this kind of support can an educational system get to a high level of success and achievement. My school would support the community infrastructure, so that we can be progressively building from the inside, that would eventually lead to securing the outside community. As mentioned in the video stated, Adult Literacy, through the rigorous academics and project based learning at LLPHS, we would conquer embarassment trumped by bad behavior, facilitate the language of content areas, and develope leading student facilitators. LLPHS would be run by PARR; Participation in community, Altruism toward all, Respect for all cultures and climates, and Responsibility for others first, then thyself.
Since I am a chair of math department, it is only fitting that this video and its many statistics be added to our class video library, you've got love numbers:
http://www.youtube.com/watch?v=vPO_HGafBsE
My thoughts:
The video asks one question at the end...what does this all mean? To me...hope, infinite probabilities, optimization of time and resources, a more complete cognitive planet. As we know though, equations have balance...there is a book I am currently reading called the The Dumbest Generation; Don't Trust Anyone Under 30. In the book, Dr. Mark Bauerlein from Emory University, discusses the shocking statistics concerning young adults and teens not interested in having educational leisure. He mentions that in todays world there are far more places of information access than in the past century, and our youth and young adults today, don't care to use the technology, books, and museums, for example, for educational purposes. This is a scary notion...yes, technology can help, but you have to know how to use the tools available. If we as country don't embrace the digital gadgets our students are using, in and out of class, then we will become the Dumbest Generation(s) for not fighting the good fight with our student's digital weapons of learning.
Mr. Baraniuk and Sir Robinson would be my left and right hand consultants at Lambwood Leadership Prep High. Yes, that is correct, I have a named already picked out for my private high school of leadership. The possibilities are endless for acquiring knowledge and high-level learning achievement; open source learning, a knowledge ecosystem, and where a student becomes an educational DJ. A place where every progressive source of knowledge is continuously harvested and made available to all. For example, imagine no more math text books, digital texts instead with every equation available for practical usage anytime anyplace. I like what Mr. Baranuik said about creative commons, it needs to be used and free to all for use. By having such an institution, a learning revolution of innovation would take place that would feed the spirits of these future leaders. I agree with Sir Robinson's notion that we need to create this agricultural model of education, through which an organic process can proceed, personalizing education to the individual. All of this accomplished with technology in and out of the classrooms.
The video stated, the U.S. Education Problem, discusses jobs being outsourced and how we need to incorporate interlocalism support, a two way street of educational altruism. At LLPHS, we would develope and support interlocalism through encouraged volunteerism, community outreach, and technological donation. In my opinion, only through this kind of support can an educational system get to a high level of success and achievement. My school would support the community infrastructure, so that we can be progressively building from the inside, that would eventually lead to securing the outside community. As mentioned in the video stated, Adult Literacy, through the rigorous academics and project based learning at LLPHS, we would conquer embarassment trumped by bad behavior, facilitate the language of content areas, and develope leading student facilitators. LLPHS would be run by PARR; Participation in community, Altruism toward all, Respect for all cultures and climates, and Responsibility for others first, then thyself.
Since I am a chair of math department, it is only fitting that this video and its many statistics be added to our class video library, you've got love numbers:
http://www.youtube.com/watch?v=vPO_HGafBsE
My thoughts:
The video asks one question at the end...what does this all mean? To me...hope, infinite probabilities, optimization of time and resources, a more complete cognitive planet. As we know though, equations have balance...there is a book I am currently reading called the The Dumbest Generation; Don't Trust Anyone Under 30. In the book, Dr. Mark Bauerlein from Emory University, discusses the shocking statistics concerning young adults and teens not interested in having educational leisure. He mentions that in todays world there are far more places of information access than in the past century, and our youth and young adults today, don't care to use the technology, books, and museums, for example, for educational purposes. This is a scary notion...yes, technology can help, but you have to know how to use the tools available. If we as country don't embrace the digital gadgets our students are using, in and out of class, then we will become the Dumbest Generation(s) for not fighting the good fight with our student's digital weapons of learning.
Hard Headed Bull
Schools should take a part in social issues concerning the community of stakeholders and yes, here again schools should take a crucial stance in helping to quell/squash bullying. Reasons are as follows; schools are to model and be a safe environment, schools are to protect the stakeholders there within, and schools should educate and counsel those on both sides of these situations.
If a school is not a safe environment, then one cannot expect a student to attend on a regular basis. The expectations of the school are to be that of safety from physical, psychological, and/or social harm. Obviously Facebook has done our society, in this realm, no favors. A students teenage angst does not end when they leave campus. Our students are constantly bombarded with damage and fallout from those internal and external to the school environment...what can a staff do to soften the blow(s)?
Our abilities to observe the hallways and classrooms need to be resharpened. No more can we let teaching moments go by just because we don't want to get involved. I always take a moment to stop when an ounce of negativity spews forth from one/more of my students toward other student(s). In those moments, my lesson plans become tentative and I focus my concerns for both sides of the drama. I make referrals as needed to those (counselor(s), principal, and parent(s)) who can better the situation. I never let a teaching moment go by...have I before? yes, when I first started teaching, trying to just survive the day. In my most recent years I have learned form those mistakes and now look for those moments, as we all should, would, and could.
To conclude, other issues that schools should have some responsibility for are as follows; the socioeconomic status of students/families and the parenting skills of the parental stakeholders.
If a school is not a safe environment, then one cannot expect a student to attend on a regular basis. The expectations of the school are to be that of safety from physical, psychological, and/or social harm. Obviously Facebook has done our society, in this realm, no favors. A students teenage angst does not end when they leave campus. Our students are constantly bombarded with damage and fallout from those internal and external to the school environment...what can a staff do to soften the blow(s)?
Our abilities to observe the hallways and classrooms need to be resharpened. No more can we let teaching moments go by just because we don't want to get involved. I always take a moment to stop when an ounce of negativity spews forth from one/more of my students toward other student(s). In those moments, my lesson plans become tentative and I focus my concerns for both sides of the drama. I make referrals as needed to those (counselor(s), principal, and parent(s)) who can better the situation. I never let a teaching moment go by...have I before? yes, when I first started teaching, trying to just survive the day. In my most recent years I have learned form those mistakes and now look for those moments, as we all should, would, and could.
To conclude, other issues that schools should have some responsibility for are as follows; the socioeconomic status of students/families and the parenting skills of the parental stakeholders.
Sunday, September 12, 2010
Cut-Throatson Academy
The problems in the decision making, was the short-term communication from the UCPS administration team and parents of CHS. Nothing will anger parents more than educational surprises, in and out of the classroom.
The point of view from a school official:
I like having the opportunity to reduce the ratio size of students per teacher, especially for a small population of long-term suspendees. An educator can never give up on a child. Prevention, intervention, and conventional thinking can change a child's life. Knowing that this population will never interact with the regular population, gives the students and staff some comfort, knowing that less disruptions and/or distractions will occur in a given school day.
The point of view from a parent living in the area:
Well, you can put lipstick on a pig, but guess what? it's still a pig! You can wish in one hand and @#$% in the other, and guess which one will fills up first. It was sly in what was decided that could directly and/or indirectly affect CHS and my children. Academy is a cover word for Detention Center. It is upsetting to think we can now not possibly trust what other plans this administration may have up ther cuff links!
The point of view from a school official:
I like having the opportunity to reduce the ratio size of students per teacher, especially for a small population of long-term suspendees. An educator can never give up on a child. Prevention, intervention, and conventional thinking can change a child's life. Knowing that this population will never interact with the regular population, gives the students and staff some comfort, knowing that less disruptions and/or distractions will occur in a given school day.
The point of view from a parent living in the area:
Well, you can put lipstick on a pig, but guess what? it's still a pig! You can wish in one hand and @#$% in the other, and guess which one will fills up first. It was sly in what was decided that could directly and/or indirectly affect CHS and my children. Academy is a cover word for Detention Center. It is upsetting to think we can now not possibly trust what other plans this administration may have up ther cuff links!
The Leader of Decisions
The Interview: 09/09/10 TPHS
Important decision #1: What to do with a rebellious disrespectful student after she broke her behavior contract in math class. This student we will call Sue came to Trinity failing all her subjects in public school.
When she started she was very disrespectful to all of her teachers and administration. She also failed a drug test. She was placed on a contract that warned if she was disrespectful anymore she would be expelled.
She did a very good job for 2 months – on honor roll and few behavior problems. With 2 weeks left in school she was very disrespectful to math teacher. She broke her contract. Administration met with the math teacher and the other teachers to get their recommendations as to what to do to Sue. Her teachers wanted to have mercy on her. We decided to allow her to finish the last 2 weeks of school at home b/c she had improved so much. She was not allowed to return to school this year. Decision making process since then: school administration is committed to put all disrespectful students on a behavior contract in the future if the need arises. (Prinicipal BC)
Which Model and what would I have done? (Maier Model)
Our prinicipal clearly relied upon our 'mercy, as he had said to make the decision(s) he made. He uses us, his subordinates to help make decisions quite often. I clearly like the fact, that an educator can never give up on a child...if there is a will, there is a way. Yes, there were only two weeks left, but she was able to finish out the year at home. Her consequence, she could not return to TPHS for the following school year. I agree with what was decided, for I was the math teacher she disrespected.
Important decision #2: Should we move the school to a new location after our lease was up in 2009?
Our old landlord was willing to reduce our rent if we stayed. Administration polled the surrounding tenants to see who was staying and who was moving. We found that another school we had a partnership with was leaving. We found that a new tenant had clients that would be threatening to our students. These new students were at risk students and would create an unsafe environment. Administration spent a month checking new possible locations for the school. Our goal was to get a larger safer nicer location for the same rent. We found our current location that is almost double the size for 25% increase in rent.
Administration felt we could increase enrollment in new space by 30 %. We knew that moving would be a lot of work and create some concerns with our families. We felt that getting a nicer safer space were we could grow would be the smartest decision. We signed a lease for our new space and moved.
Parents are thrilled with our new space . Parents and students feel safe and appreciate the new colorful classrooms. Enrollment has increased by 15 %.
Decision making for future:
Always Gather all the facts – do not make a decision only based on money.
Take time to make decision we took a month to gather facts.
We may have taken the easy way, less expensive way and stayed but being in a dangerous location would have ruined the school. (Principal BC)
Which Model: (Facilitator Leadership Model)
I would have done the same for the safety and success of the students. The key element is his words was, gather the facts. Too many times, as discovered in class last week, we jump to conclusions and results without knowing the background (playground equipment/PTO paying?) This is progressive in approach and can save face in the end.
Important decision #1: What to do with a rebellious disrespectful student after she broke her behavior contract in math class. This student we will call Sue came to Trinity failing all her subjects in public school.
When she started she was very disrespectful to all of her teachers and administration. She also failed a drug test. She was placed on a contract that warned if she was disrespectful anymore she would be expelled.
She did a very good job for 2 months – on honor roll and few behavior problems. With 2 weeks left in school she was very disrespectful to math teacher. She broke her contract. Administration met with the math teacher and the other teachers to get their recommendations as to what to do to Sue. Her teachers wanted to have mercy on her. We decided to allow her to finish the last 2 weeks of school at home b/c she had improved so much. She was not allowed to return to school this year. Decision making process since then: school administration is committed to put all disrespectful students on a behavior contract in the future if the need arises. (Prinicipal BC)
Which Model and what would I have done? (Maier Model)
Our prinicipal clearly relied upon our 'mercy, as he had said to make the decision(s) he made. He uses us, his subordinates to help make decisions quite often. I clearly like the fact, that an educator can never give up on a child...if there is a will, there is a way. Yes, there were only two weeks left, but she was able to finish out the year at home. Her consequence, she could not return to TPHS for the following school year. I agree with what was decided, for I was the math teacher she disrespected.
Important decision #2: Should we move the school to a new location after our lease was up in 2009?
Our old landlord was willing to reduce our rent if we stayed. Administration polled the surrounding tenants to see who was staying and who was moving. We found that another school we had a partnership with was leaving. We found that a new tenant had clients that would be threatening to our students. These new students were at risk students and would create an unsafe environment. Administration spent a month checking new possible locations for the school. Our goal was to get a larger safer nicer location for the same rent. We found our current location that is almost double the size for 25% increase in rent.
Administration felt we could increase enrollment in new space by 30 %. We knew that moving would be a lot of work and create some concerns with our families. We felt that getting a nicer safer space were we could grow would be the smartest decision. We signed a lease for our new space and moved.
Parents are thrilled with our new space . Parents and students feel safe and appreciate the new colorful classrooms. Enrollment has increased by 15 %.
Decision making for future:
Always Gather all the facts – do not make a decision only based on money.
Take time to make decision we took a month to gather facts.
We may have taken the easy way, less expensive way and stayed but being in a dangerous location would have ruined the school. (Principal BC)
Which Model: (Facilitator Leadership Model)
I would have done the same for the safety and success of the students. The key element is his words was, gather the facts. Too many times, as discovered in class last week, we jump to conclusions and results without knowing the background (playground equipment/PTO paying?) This is progressive in approach and can save face in the end.
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