Improving School Improvement.

Abstract

Direct Facilitation of Learning (Instructional Component) *A few examples are:  School wide positive behavioral supports and interventions  Response to intervention  School safety and violence prevention  Initiatives to bring community services to a school  School Based Health/Wellness Centers  Specialized instructional support services  Compensatory and special education interventions  Bullying and other problem prevention programs  Social emotional learning efforts focused on problems  Family Resource Centers  Foster Child and Homeless Student Education Despite the fact that student and learning supports are essential, they are not developed as a comprehensive system and are not treated in school improvement policy and practice as a primary component of school improvement.Prevailing State of Affairs Moving toward a Comprehensive System Direct Facilitation of Student & Direct Facilitation of Addressing Barriers Learning & Development Family Assistance Learning & Development to Learning Besides offering a small Instructional/ amount of school-owned Instructional/ Developmental student "support" services, Developmental Enabling Component schools outreach to the Component Component* community to add a few school-based/linked services Management to fill gaps and strengthen Management Component existing efforts strategically Component Governance and Governance and Resource Management Resource Management *The Enabling Component is designed to enable learning by (1) addressing factors that interfere with learning, development, and teaching and (2) re-engaging students in classroom instruction.The component is established in policy and practice as primary and essential and is developed into a unified, comprehensive system by weaving together school and community resources.Some venues where this comprehensive approach is adopted refer to the third component as a Learning Supports ComponentWhile adopting a three component school improvement policy framework will benefit any school, the predominantly two component approach has worked in schools where most students perform up to expectations.However, it is grossly insufficient in schools where large numbers of students are not doing well.Substantial improvement in "low performing" schools requires a unified and comprehensive third component that is pursued as a primary and essential system.Exhibit 2 graphically illustrates a shift from a two-to a three-component framework.The third component becomes the umbrella under which all efforts and resources to address barriers to learning and teaching are woven together to develop a unified, comprehensive, and equitable system. Exhibit 2Moving to a three-component policy framework for school improvement. About the Three ComponentsWhen the three components are fully interconnected with each other and well integrated into school improvement policy and practice, they provide the essential foundation for promoting whole student development, enabling equity of opportunity for all students to succeed at school, and enhancing school climate.Here is a brief sketch of each.Instructional Component.Society's interest in public education remains that of having schools play a role in (1) socializing the young, (2) ensuring the economic viability of the country, and (3) preserving the prevailing political system.These aims shape school curricula, with special initiatives introduced when policy makers become convinced of specific needs and benefits.One example of a current special Recently the American Psychological Association (APA) generated what they term "the most important principles from psychology" for use in pre-K to 12 classroom teaching and learning (see Exhibit 1-2).The APA encourages consideration and practice of these principles throughout all teacher preparation programs "to ensure a solid foundation of psychological knowledge in pre-K to 12 instruction."Exhibit 1-2 APA's Top 20 Principles for Pre-K to 12 Education http://www.apa.org/ed/schools/teaching-learning/top-twenty-principles.aspxPrinciples 1-8 -about Thinking and learning 1. Students' beliefs or perceptions about intelligence and ability affect their cognitive functioning and learning.2. What students already know affects their learning.3. Students' cognitive development and learning are not limited by general stages of development.4. Learning is based on context, so generalizing learning to new contexts is not spontaneous but instead needs to be facilitated.5. Acquiring long-term knowledge and skill is largely dependent on practice.6. Clear, explanatory, and timely feedback to students is important for learning.7. Students' self-regulation assists learning, and self-regulatory skills can be taught.8. Student creativity can be fostered.Principles 9-12 -about Motivation 9. Students tend to enjoy learning and perform better when they are more intrinsically than extrinsically motivated to achieve.10.Students persist in the face of challenging tasks and process information more deeply when they adopt mastery goals rather than performance goals.11.Teachers' expectations about their students affect students' opportunities to learn, their motivation, and their learning outcomes.12. Setting goals that are short term (proximal), specific, and moderately challenging enhances motivation more than establishing goals that are long term (distal), general, and overly challenging. Principles 13-15 -about Social-emotional learning13. Learning is situated within multiple social contexts.14.Interpersonal relationships and communication are critical to both the teachinglearning process and the social-emotional development of students.15.Emotional well-being influences educational performance, learning, and development.Principles 16-17 -about Classroom management 16.Expectations for classroom conduct and social interaction are learned and can be taught using proven principles of behavior and effective classroom instruction.17.Effective classroom management is based on (a) setting and communicating high expectations, (b) consistently nurturing positive relationships, and (c) providing a high level of student support. A Few Online Resources from the Center at UCLA Relevant to Part IOver the years, the Center has developed resources for use in school improvement efforts, especially professional development.The following are a few examples containing material related to Part I.These online resources provide more extensive coverage of some of the topics highlighted in Part I.

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