Post Secondary Public School Systems

There are many problems in the American public education system today. Some of those include the quality of teachers, who have no real passion for the job, and are only allowed to remain in the position because of tenure privileges. Another issue is the state budgets that are allowed for public schools, with some states investing billions of dollars, and others prioritizing it lower on the list. In hot debate today is standardized testing, and the negative effect that it has on high school education, with the limits it places on teachers and what they have time to teach in the classrooms.

When analyzing and evaluating case study 18: A Disillusioned Assistant Principal it is clear that when an employee’s values and belief systems are not aligned to the organizational structure of a school or district it makes it difficult to retain them and to bring about change.

According to Michael Fullan (2016) in his book, The New Meaning of Educational Change, successful organizations that demonstrate change followed principled concepts of change. The reason for their success if that there is tangible proof of alignment in keeping components of actions. Fullan (2016) stated that successful change incorporates five factors. In this essay, three of the five factors will be discussed and an example of an organization using components of the change be revealed. Often when organization shave to go through the process of change it means either they have gone through change to repair broken areas or they are going through change as a reflective exercise before embarking on a larger scope of practice perhaps to expand into new growth within their organization. In either course, the larger concern is that organizations must embrace change and engage in meaningful constructed ways to promote the best growth with the fewest steps to reach accomplishment. A key decision factor to change is whether an organize will change because they adopt a model and see a better way or whether they want to save their resources. Fullan (2016) suggested that the reason for the change is largely to work is because, the organizations, “Define closing the gap as the overarching goal,” “Assume that lack of capacity is the initial problem and then work on it continuously,” and “Stay the course through continuity of good direction by leveraging leadership,” (Fullan, 2016,

They were also promised an improvement of personal lives, but it was the exact opposite. In document d, Flora talks about how the neighborhood they moved into had a lot of ceaseless and horrific headlines about drug-related violence, much of it directed towards young women. Flora has two daughters, and they are now living in a place where violence is directed towards them. That is not a better living environment, that is living in fear every day and having to look over your shoulder so you don’t get hurt. However, there school system was great and produced good students. In document e, it talks about Sergio’s decisions to stop being a police officer and started working at a maquiladora because he heard of the higher wages. However, when he

Dysfunctional bureaucracy is comprised of administrator who are merely doing their job, and not really making a difference in the community. These administrators are the “so-called” leaders in education; however, these employees have never actually had to lead an organization, participated in hands-on work, or been held accountable for their performance. Haberman claims, “…central office personnel have had no experience at being productive, accountable or engaged in

In a progressively more globalized world that necessitates more effective educational practices, the U.S., once the biggest global force in education, has seen its dominance slowly slip out, and its educational status fall even lower than that of several third-world countries. The decline experienced in American school system academic achievement is not as a result of lack of funding, but as a consequence of the overall educational system watering down. According to Gatto, educating children through the existing public school system of America is crippling rather than helping them. From his essay, ‘Against School,’ it is established that the goal of the whole public school system is to limit people’s intelligence in an attempt to create a society that is manageable. Gatto continues to state that action is needed to change this situation. He supports his assertions using current and historical information about the American school system and his personal experience. After reading his article, one realizes that most of Gatto’s arguments are true. It is true that the American education system is making the students comfort to the government and society norms, which is why they are easily bored. This essay’s goal will, therefore, be to support John Gatto’s beliefs.

In the article “The Truth about New York City’s Elite High Schools”, the author criticized the sole-criterion admission system for eight NYC specialized high schools. This system judge all the students depends on only one thing—the test score of SHSAT( Specialized High School Admission Test). It seems like a fair condition that gives every student an equal opportunity, but the reality is a much different story. The result of this “fair” system is that only about 10 percent of students in all eight specialized high schools of NYC are African students or Latino students. Based on this result, the author suggests that this system is unfair to African or Latino students.

(AC1, AC2, AC4.2) The tripartite secondary school system was introduced to society following the 1944 Education Act, this act divided schooling into primary and secondary levels whilst increasing the school leaving age to 15. During the same year, however, the secondary level of schooling was further divided into 3 categories - grammar, technical and modern. Prior to this act there was no segregation of schooling in place, known as elementary schooling. Grammar schools were intended to schools based around academia, technical schools were intended to be based around science and technical schooling and modern schools were intended to be consistent with ‘general schooling’ and education. The secondary schools children attended was not down to individual choice but rather an IQ test, the 11+ test. The 11+ test was founded by Cyril Burt on the understanding that intelligence was inherited, there was proof into Burt 's theory and it was identified that girls IQ level was often higher. The test was fixed to minimise the girls scores and allow only 20% to meet the requirements for the grammar schools. However this act was not successful as modern and grammar schools were equal in society and science was taught in grammar schools as opposed to technical schools, thus very few technical schools were instituted. By 1952 predominantly people were in modern schools, followed by grammar and only 5% in technical schools so the system proposed had failed to

Local control of school districts has proven to have mixed results. Local control allows districts to experiment and keeps problems from one district affecting another. At the same time however, local control keeps good ideas from spreading quickly. Local districts have produced a diverse range of possible solutions to the problems that public schools face. Unfortunately, the huge amount of diversity that is present from district to district has also made progress harder to measure.

To emphasize the importance of this reform, a handful of educational organizations and school districts have begun to embed continuous improvement in their work. A noticeable common reoccurrence is for districts or schools to contract third-party, for-profit consultant companies to develop individualized improvement plans, provide personalized professional development, or to lead a school system through a particular process of change. (Park, Hironaya, Carver & Nordstrum 2013).

Implementing Organizational Change: Theory into Practice, Third Edition, by Bert Spector. Published by Prentice Hall. Copyright © 2013 by Pearson Education Inc.

Change is a double-edged sword (Fullan, 2001). Change is a word that might inspire or put fear into people. Leadership is challenging when it comes to dealing with change and how individuals react within the organization to the change. Marzano, McNulty, and Waters (2005) discuss two orders of change in their book School Leadership that Works; first and second. Fullan (2001) also adds to the discussion in his book Leading in a Culture of Change, with regard to understanding change. In Change Leadership, Keagan and Wagner (2006) discuss many factors of change and the systematic approach to change. Change affects people in different ways. Leaders need to be able to respond to the individuals throughout the change process.

Growing up in a district area is much more different in many ways than growing up in a big city, where people have more guidance and facilities in almost every part of life than people living in any small town or district. The part of the country where I grew up had separated schools for girl and boys. Co-education was not common. The population was between 0.2 million to 0.3 million. There were few elementary public schools and public high schools. Peoples ' education was really effected by the social culture, and by a lot of authorities ' negligence of the law.

Systemic change is a recurrent process in which the influence of change on all parts and their relationships to one another are taken into contemplation. Systematic change allows for change on the policy, technology, education, and information levels, it goes beyond thinking about individuals and single problems. Change is an important part of progress and systematic change is a huge undertaking for a school, even any business. People are resistant to change, they like being comfortable, but sometimes being comfortable is not being effective. This week while discussing change, an article stood out; the author wrote “…comprehensive school reform will succeed only if it’s predicated on a sustained, cooperative, and trusting relationship among parents, school and district staff, and the school board governing the system” (Usdan, 2010, pp.9). In many ways this is true, systematic change is such a large amount of change, people that are not supportive of the change can ultimately cause it to fail. In some cases, one person’s lack of interest in the change can cause a successful school to

With the passage of NCLB, many school reform efforts have been initiated using top-down model in which each school leaders have been charged with initiating bold administrative changes to address the legislation. With the number of leadership theories and models, researchers have become interested in studying those to determine which might bring forth the most significant results for leading such change. Due to the lack of highly qualified administrators and the increasing demands for administrators, Bush, O’Brien & Spangler (2005) studied a program, the Southern Tier Leadership Academy, a collaborative of the New York Education Department. The study included three separate cohorts who completed an eight month program. Whereas, Somech