Frankenstein

Turnaround
RC Tucker, Jr.
School Turnaround: Strategies, Methods,
Concepts, and Other parts

Competent System vs. Incompetent

System
Incompetent
Perceived reality
Assumptions
Unexamined
assumptions
Examined
assumptions

Competent
Reality
Systems thinking

The Comer Model

Main Focus:

Expansion of scope and

use of evaluation
Integration of program
and implementation
theories
The participatory
approach; and uses
multiple data gathering
methods including
quantitative and
qualitative in an effort to
triangulate and better
interpret the results.

http://www.schooldevelopmentprogram.org/images/full147_22472Theory%20of%20C
hange.jpg

Accelerated School Model

Developed by Dr. Henry M. Levin
Seeks to create a new, supportive school culture
that sets high expectations for teachers and
students
Institutes a governance structure characterized by
broad staff participation in decision making and by
procedures for taking stock of the schools strengths
and problems and for generating solutions
Introduce a powerful learning approach to
curriculum and instruction that is more challenging,
interactive, project-based, and relevant for students
than traditional approaches.

The Trump Plan

University of Illinois Professor J.Lloyd
Trump
Innovator: The Trump Plan
flexible scheduling
flexible space and grouping
differentiated staffing
alternative instructional models:
large group, small group, individual

The Copernican Plan

The plan proposes major restructuring of virtually all the basic
systems within a high school, particularly change in schedule.
Instead of students changing locations, subjects, and activities
seven to nine times each day, they would concentrate on one
or two subjects at a time, each subject taught in an extended
"macroclass."
The seminar program where students grapple with complex
issues of the time.
Other features are:
Mastery learning system tied to credit system that substitutes for
grades
Differentiated diplomas; conduct and reliable performance
graduation requirement
The dejuvenilization of the high school

NCLB and Race to the Top in Turning

Around Schools
It seems that there has been a
collaboration of models to determine how
best to turn a failing school around.
Problem: Communication of how these
should be implemented isnt being done
effectively.
Understanding: Each model will work, but
it seems that modifications need to be
made based on who is leading a failing
school to success.

School Management: Samuel T.

Dutton
Practical Suggestions Concerning the Conduct and Life of the School
1903, professor of School Administration in Teachers College,
Columbia University and Superintendent of the College Schools
Author of Social Phases of Education
Nature and Scope of the School
1. Changed Conception of the School; It must be confessed that some of
the books bearing the title of School Management, written two or three
decades ago, seem inadequate and out of date.
2.The School is Complex; The subject of school management, therefore, can
no longer be restricted to rules and devices more or less mechanical and
arbitrary, but must rather take a comprehensive view of human
development in the whole range of its possibilities.
3. Change in its Structure; Nearly every State in the Union has passed laws
to protect the child from labor, and requiring his attendance at
school.various kinds of handwork are being organized today, not only as
means of securing executive ability and manual skill, but in order for youth
to acquire insight into the elements of industry.

School Management: Samuel T. Dutton

continued
4. The New School Government; the theory of school government has
changed. While law and order are still enthroned in the school, the
teacher is no longer the sole interpreter of law and the arbitrary
dispenser of justice. School management has to do with character in
the making, and no teacher will long be tolerated who does not take
the pupil into his confidence and make him an active participant in the
task of preserving law and order.
5. The School Bears Relations to the Community; The children whom
they teach do not belong to the school exclusively, but to the home,
church, and society as well. The school cannot be regarded as
something apart from them, but rather as their closest ally.
6. Value of Public Sentiment
7. New Ideals of Efficiency
8. Factory Methods not possible
9. The Modern Teacher
10. Uniformity not Desireable

1903 School
Management
Paradoxical as it may
seem, many things are
true to-day that may not
be true to-morrow. We
use the best light we have
and constantly seek for
more. In the days of
wireless telegraphy and
the air-ship it pays to be
expectant.
- Samuel T. Dutton, 1903