The New East Bridgewater Junior Senior High School

The issue that causes the most tension at Westside Consolidated School District No. 5 is the school shooting. Many families moved out of the school district as a result and the district has not recovered fully from the departure of those business leaders and students. The projected growth is another community issue that is causing tension. The state of the district buildings and amenities is not on the level of our former rival Valley View nor our current rival Brookland and the district has few options to build new buildings, retain teachers, and offer new class curriculums for the student

Lincoln High School, which is located in a low-income neighborhood in San Diego, was a rebuilt after 50 years of failing to educate children. Rebuilding the high school was the answer the community had been looking for they were hopeful. Before the rebuild most students who attended Lincoln did not meet the standards for their grade-level, few graduated and even fewer went go on to college. After years of suffering and neglect there was little doubt That Lincoln High School deserved the $129 million it received from the city to rebuild. But was rebuilding the school the solution for Lincoln High School 's education problem? First we’ll examine, How the problem started, the decision making steps and if the plan was successful.

Union Hill Elementary School is embedded in an area of rich history in the City of Worcester. Their school building was built following the Civil War and has withstood the changes of time from its early years of a primarily Jewish Immigrant and merchant town to today’s urban neighborhood, rich in diversity but plagued with instability, crime and poverty. In March of 2010, Union Hill was identified as a Level IV School; it was a school that lacked structure with a chaotic environment with many deficits. There was a lack of supervision, schedule, standard-based curriculum, effective instruction and leadership. Most importantly, there was a lack of trust among the parents. They did not have the faith that Union Hill was going to give their children the best education possible. Under the supervision of new Principal Marie Morse, changes were made. There was a new level of commitment and passion among the school staff that drove them toward creating five areas of focus for the year:

Medomak Valley High School, located in Waldoboro, ME, is the only high school in Maine School Administrative District #40 and serves students from Friendship, Waldoboro, Warren, Washington, and Union in midcoast Maine. For decades, the school district had two middle schools - A.D. Gray Middle School, which served students from Friendship and Waldoboro, and D.R. Gaul Middle School, which served students from Warren, Washington, and Union. In the fall of 2008, the year I started at Medomak Valley High School, the district opened Medomak Middle School to serve all seventh and eighth grade students in the district and closed A.D. Gray Middle School and D.R. Gaul Middle School. The new middle school was built at the Medomak Valley High

There has been vast amounts of research done on the topic of leadership, and yet despite this it continues to be ‘‘riddled with paradoxes, inconsistencies, and contradictions’’

Based on the Robert F. Kennedy High School case I feel the leadership challenges are very complex having multiple layers. As King pointed out there was no clear leadership. The leadership that was present experienced difficulties with balancing power. The assumed leaders displayed they held more clout and powers over the established leaders. There was open disagreements and lack of communication among the staff which resulted in high tensions. When looking from the human resources frame the staff, administrators and student alike were not getting their needs me. There was problems such as safety concerns that created an atmosphere of fears coupled with administrator staff that was not wanting to provide adequate safety precautions to address

The engagement in activities is a very special part of being human. According to (framework), activities are defined as “Actions designed and selected to support the development of performance skills and performance patterns to enhance occupational engagement” (AOTA, 2014, pg. S30). My group and I recently had the honor of completing two different activities with the life skills students, at the Wyoming Valley West Middle School in Kingston, Pennsylvania. The activities that we completed with the children were pumpkin painting, and completing a Halloween mask. The purpose of these activities were to show how an Occupation Therapy practitioner can work with children who have intellectual and physical disabilities, and understand their emotional and social needs, in a classroom setting.

The author seems to feel strongly that Collegiate Preparatory High School is a superior high school to Exover Academy. Before I present a well-reasoned critique of her argument, it is important to note that the author is a parent of a Collegiate student. This suggests she could hold a bias in favor of Collegiate, especially considering that she is arguing in favor of Collegiate. Perhaps she wants to justify her decision to send her child to Collegiate - clearly no parent wants to feel that they sent their child to the worse school, so she may be enacting psychological mechanisms to bolster her self-esteem. With this in mind, we may begin to critique her argument.

The chapter opens with a case—Robert F. Kennedy High School—depicting the many problems facing David King, the new principal of a deeply troubled urban high school. A school that opened with high hopes only a few years ago now finds itself mired in conflict and dissatisfaction. King’s first meeting with his new administrative staff produces a blow-up in which a male housemaster physically threatens the chair of the English department. By the end of the case, the situation feels overwhelming. Is there hope? The authors follow

In this book, author Robert Starratt provides a framework for building a foundation of ethical leadership based on responsibility, authenticity, and presence. Readers should understand that this book is not how to transform schools, but how to think about affecting change in our teachers, staff, and students.

Every school district has board meetings throughout the school year. Unfortunately, many parents, community members, & school personnel do not attend such important meetings because they don’t realize or understand the importance of such board meetings or how informative they can be. According to Kankakee School District (2017), the Kankakee School District Board of Education is composed of seven elected members, who were elected by the citizens of Kankakee to serve a four-year term that do not receive no salary for they services, are committed to ensuring a quality of educational excellence that will enhance the opportunities and challenges facing today’s student and additional responsibilities that board members include are selection of the District superintendent, developing general polices according to wishes of the community and requirements of law, hiring school personnel based upon recommendation of the Superintendent and the Assistant Superintendent of Personnel, adopts salary schedules, approves funds to finance school operations, must adopt and review the annual operating budget for the District, and setting the property tax levy to produce adequate funds to meet the District’s financial needs ranks among the responsibilities of the Board of Education (Retrieved from https://www.ksd111.org/domain/68). For this paper, the Kankakee School District board meeting will be used, information learned from board meeting, use of

The leaders and managers are the pillars of any educational setting on which the success and failure of the setting depend. Before discussing the leadership and

On September 1, 2012, I walked into my fifth grade teacher’s classroom for the first time in my life. Mrs.Cullen was standing in the front of the door with open arms ready to welcome her new fifth grade students. As I made my way to my desk and sat down next to Charlie Schutt and Quin Timmerman, I got the feeling that middle school would be a time of talking to some of my best friends and cruising through classes. As the school year progressed, and classroom seats changed, my thought of how Middle school would be changed as well. On the first day Mrs.Cullen explained our schedule, Homework detentions, and demerits. After about fifty questions, she sent us off to our first class, and the first step of our Middle School journey. The fifth grade

As I read this book I realized I have been in both of the situations mentioned in this book, the long range leadership and the short term leadership. My first job I worked at a school in which my administration was very supportive, visible and communication was always very high. The morale of the school was great and I remember our principal said that he would never ask something of a teacher that he would not do himself. He believed in doing lunch duty so teachers could eat their lunch in peace. I found out later that was very rare and every school I have taught at since teachers had to do lunch duty at some point. He would always tell us that our main job was to enjoy what we did and help students. He believed if you did that, then students

investigate how my personal ability to manage change has shaped my leadership of educational change. This discussion will be blended with examples of change in my personal life, my own leadership experience and references to the literature in the field of leading educational change.