Educational system structure and reform

Educational System

School Improvement"

The primary purpose of this work is the meticulous assessment of the contemporary educational system in relation to changes, strengths, weakness and opportunities for school. This work will ask and attempt to answer the question of "What should the role of schools: teachers and parents adopt when focused on the improvement of education. Finally this work will discuss aspects of financing values, accountability, curriculum, teacher training and development.

School improvement is inclusive of many elements some of which are the addressing of overall excellence, inclusion practices in relation to the students who are disabled or developmentally delayed as well as reduction of drop out rates, technology education, leadership education, integrated curriculums, programs specifically focusing on "at-risk" students, staff development, teacher instructional practice development, the environment of the school an classroom, reading improvement, attitude and behavior issues, parental involvement, critical thinking, create staffing, clear and consistent practices in disciplining students, school cultural issues as well as many other aspects of educational quality.

I. Goals of Education in Contemporary School Curriculum

In an article entitled, "Preparing High School Students for the World of Work in a Tech Prep Program" stated is that "Learning goals and objectives are developed and prioritized according to district and building guidelines, selected or approved by teachers, sequenced to facilitate students learning, and organized or grouped into units or lessons." (Shaughnessy, 2001) Within the scope of this work the setting and maintenance of a brisk pace for instruction that is demonstrated through consistency with thorough learning is the job of the teacher with the learning of objectives being "introduced as quickly as possible." (Shaughnessy, 2001) in this initiative the positive interactions of students and teachers allowed the students to further their development in terms of "responsibility and self-reliance. (Shaughnessy, 2001)

At school levels the improvement programs emphasize the importance of 'high expectation to be that which students are expected to work hard toward "the attainment of priority learning goals, (Shaughnessy, 2001) Furthermore, emphasis is placed on the importance of learning and the curriculum is based on the express goals that is collaborative in planning and decision making. Students are required to accept education in technology training and career focus which is part of adherence to the "No Child Left behind Act."

Technological Issues in Contemporary Education Programs

Emphasized is that in elemental substance all courses means that the general perception of vocational education is being modified. The status of technology-related coursework has been raised, because of the new emphasis on job preparation resulting in "enrollment in upper-division courses. Since the institution of the improvement program at St. Mary's County, it is stated that in relation to student performance in the Standardized Achievement Test has increases are in the among of 50 point increase since the study's beginning approximately four years ago.

Of those who took the test and passed 74% of the first-time writing test-takers and 64% of the first time math test-takers and other students were stated to have passed the test the first try. (Shaughnessy, 2001) the statistical data in support of the school improvement program as initiated in Maryland that provides substantial support of the outcomes of this program are abundant. Attendance rose sharply in the schools (93.6% total attendance) while dropout rates decreased by amazing percentiles (300% decrease from 8 to 1.9%). This is not only in Maryland's schools but in others as well.

III. Outcomes Reported in National Reports

The work entitled "Engendering School Improvement Through Strung Instructional Leadership" a study of the Sale Elementary School and Columbus Municipal School District in Columbus, Mississippi, by author Gregory E. Woods states that "effective schooling research identified schooling practices and characteristics were the focus of "the outcomes of measured practices in the classroom in relation to the achievement of and improvement in leadership in the instructional prices of the teachers. Through District-wide effort the school, with a 51.2% African-American population and 48 percentage of other the 5,840 students enrolled passed a 17 million bond for funding reorganization in the district and through efforts such as the school librarian, Virginia Lindsey, who gained a grant for the school for the purchase of two computers and the Macmillan reading program. That in combination with other reading programs such as STARS (Students readings silently) there was a 72% increase of STA reading scores in the percentage in 1992 and 1993 was witness to the spot of the top 75 percentile range.

Summary

It is clear that the school improvement initiatives are showing improvement efforts and outcomes that give validation to the purported 'best practices' in education. "Whole School" improvement or that of "School- and District-Wide implementations inclusive of technological benefits such as email and forum contact of teachers as well as benefits to students are shown effective with positive outcomes. The claims many positive outcomes.

Conclusion

Conversations between teachers "online" via the web and on a National basis reveals the new 'globalization' taking place in education and the need for technological provisions of learning in classrooms as well as the preparation of teachers for instructional practice in the classroom. Ongoing evaluation of goals and programs are stated as integral for continuing success in school improvement. The importance of instruction in essential subject and skill areas in schools is vital to the initiation, sustenance and maintenance of school improvement.