Tuesday March 2, 2010
Organizing Schools for Improvement: Lessons from Chicago was recently published and identifies the five keys to urban school success. According to Anthony C. Bryk, who is the lead author, ingredients for urban school success include the following: Strong leadership, in the sense that principals are “strategic, focused on instruction, and inclusive of others in their work;” A welcoming attitude towards parents, and formation of connections in the community; Development of professional capacity, which refers to the quality of the teaching staff, teachers’ belief that schools can change, and participation in good professional development and collaborative work; A learning climate that is safe, welcoming, stimulating, and nurturing to all students; and strong instructional guidance and materials.
UTRs address the development of professional capacity with the intentional development of mentor teachers and in their training of residents. Residents are also prepared to create learning climates that meet the needs of students. With the exception of AUSL’s turnaround model, UTRS do not have influence on leadership within schools that residents and graduates are placed in. Over time as more residency-trained graduates enter the field, they may build their capacity within school leadership.
Based on your experiences, do you agree with these ingredients for school success? Would you add anything to this list?
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