Abstract
A 2017 school progress report indicates that the Langford Community Academy has below average student attainment, and has not yet achieved the Chicago Public Schools “Healthy CPS” status. Reading growth is also below the national average, although the school is above average in mathematics growth. The Langford Community Academy also has a Level 2 rating by Chicago Public Schools, indicating the need for support at the academic, social, and financial levels. Collaboration with parent-teacher organizations, school administration, community leaders, and student government will all help facilitate needs-based change.
Collaboration
“When teachers engage in high quality collaboration that they perceive as extensive and helpful, there is both an individual and collective benefit,” (Ronfeldt, Farmer, McQueen, et al, 2015, p. 475). Collaboration is the cornerstone of success. Ronfeldt, Farmer, McQueen, et al (2015) identify multiple types of collaboration in education including collaboration among teachers with regards to classroom management, instructional strategies, curriculum, and assessments. At Langford, teachers report being moderately involved with their colleagues, well on their way towards meeting performance benchmarks that would indicate being on track for academic success. However, collaboration must also take place between teachers and administrators, between all educators and members of the community, and between teachers and parents. Building strategic alliances with community organizations can help the Langford Community Academy resolve unmet needs and fulfill goals.
The needs assessment reveals that Langford Community Academy is moderately organized, meaning that the school’s organizational culture and climate is poised for success but can make a few improvements. The school is excelling in the arts, which can be leveraged as a core strength when collaborating with community organizations. A real need for change has been identified at the third and seventh grade reading levels. When forming partnerships with community leaders, school administrators should consider these needs...
References
Mbekeani-Wiley, M. (2017). Handcuffs in hallways. Sargent Shriver National Center on poverty Law. http://povertylaw.org/files/docs/handcuffs-in-hallways-final.pdf
Ronfeldt, M., Farmer, S., McQueen, K., & Grissom, J. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52(3), 475-514.
Steinberg, M.P., Allensworth, E. & Johnson, D.W. (2011). Student and teacher safety in Chicago Public Schools. https://consortium.uchicago.edu/downloads/8499safety_in_cps.pdf
“Strategies for Effective Collaboration with Parents, Schools and Community Members,” (2009). Rutgers. http://sdfsc.rutgers.edu/file/Workshop%20Handouts/CH%20Effective%20Collaboration%2009.pdf
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