{"id":738,"date":"2012-02-07T14:47:06","date_gmt":"2012-02-07T18:47:06","guid":{"rendered":"http:\/\/coreeducationllc.com\/blog2\/?p=738"},"modified":"2012-04-25T17:19:26","modified_gmt":"2012-04-25T21:19:26","slug":"department-of-education-has-it-wrong-on-school-turnarounds","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/department-of-education-has-it-wrong-on-school-turnarounds\/","title":{"rendered":"Department of Education Has it Wrong on School Turnarounds"},"content":{"rendered":"<p>In a commentary piece for <em>Education Week,<\/em> Alan Blankstein of the HOPE Foundation and Pedro Noguera of the Metropolitan Center for Urban Education detail their concern at \u201cthe approach prescribed by the US Department of Education\u201d for school turnarounds.\u00a0 While they agree that the approach is \u201cwell intentioned,\u201d it is also \u201cmisguided.\u201d<\/p>\n<p>Due to the amount of money being spent on school turnarounds and the tight timelines within which they are supposed to happen, there is a new industry for \u201cschool turnaround experts,\u201d many of whom have no track record of helping struggling schools.\u00a0 There is a knowledge base on how to turn around failing schools, stemming from case studies of successful turnarounds.\u00a0 However, the administration appears to be ignoring these successes.<\/p>\n<p>The first problem, the authors argue, is that the administration prescribes a remedy <em>before<\/em> accurately diagnosing the problem.\u00a0 Hiring and firing staff on the assumption that they are \u201clazy or uninterested in improving\u201d is the wrong end of the stick and a far too simplistic remedy for the real problems.\u00a0 Careful consideration of each staff member\u2019s strengths, weaknesses, and chances for improvement through professional development should be a priority, rather than mandating mass firings\u2014which are often disruptive to the turnaround process.<\/p>\n<p>Furthermore, failing schools \u201ctypically exhibit signs of dysfunction.\u201d\u00a0 This includes discipline problems, tardiness and absenteeism, a lack of collaboration, low morale, and strained relations with parents; and failing schools usually serve the most disadvantaged students who show up to school with \u201ca variety of unmet social needs.\u201d\u00a0 In order to turn around these schools, some of these needs must be addressed via the creation of a shared vision, buy-in, and a development of community.\u00a0 These measures cannot be mandated.<\/p>\n<p>The authors draw on personal experiences with failing schools to formulate several keys to successful turnarounds.\u00a0 Some of these include:<\/p>\n<p>1. A \u201cnew day\u201d begins.\u00a0 This can be via a change in leadership, the creation of a leadership team, or the entry of an external partner which promotes the idea that things are going to change in a positive way, rather than in a negative way via mass firings.<\/p>\n<p>2. The school status is addressed.\u00a0 The key agents of change need to understand the internal dynamics of a school, so interviews with each member of the school staff is imperative to help determine a way forward.<\/p>\n<p>3. Early wins build credibility and the climate for more success.\u00a0 This could be something as simple as a reduction in physical conflicts between students; any positive change paves the way for more.<\/p>\n<p>4. Establish clear measurable goals, and avoid trying to do too much at once.<\/p>\n<p>5. Build partnerships with parents and community organizations.\u00a0 In order to address some of the unmet social needs discussed above, schools must partner with external community organizations who can fill the gap.<\/p>\n<p>To read the entire article, please visit <a href=\"http:\/\/www.edweek.org\/ew\/articles\/2012\/01\/18\/17blankstein_ep.h31.html?tkn=TVCFh03TzMNdk%2B0pgST1Xa5oJVsSdhdJIO%2BF&amp;cmp=clp-sb-ascd\">http:\/\/www.edweek.org\/ew\/articles\/2012\/01\/18\/17blankstein_ep.h31.html?tkn=TVCFh03TzMNdk%2B0pgST1Xa5oJVsSdhdJIO%2BF&amp;cmp=clp-sb-ascd<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>In a commentary piece for Education Week, Alan Blankstein of the HOPE Foundation and Pedro Noguera of the Metropolitan Center for Urban Education detail their concern at \u201cthe approach prescribed by the US Department of Education\u201d for school turnarounds.\u00a0 While they agree that the approach is \u201cwell intentioned,\u201d it is also \u201cmisguided.\u201d Due to the <a href=\"https:\/\/www.coreeducationllc.com\/blog2\/department-of-education-has-it-wrong-on-school-turnarounds\/\" rel=\"nofollow\"><span class=\"sr-only\">Read more about Department of Education Has it Wrong on School Turnarounds<\/span>[&hellip;]<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[4],"tags":[51,77],"class_list":["post-738","post","type-post","status-publish","format-standard","hentry","category-school-reform-leadership","tag-best-practices","tag-school-reform"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - 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