| Description |
1 online resource (249 pages) |
| Contents |
Cover -- Contents -- Preface -- Acknowledgments -- About the Authors -- Part I -- Creating Small Schools -- Chapter 1 -- Key Components of Successful Small Schools -- Why Small Schools? -- Origins of the Small Schools Movement -- Four Conditions for Successful Small Schools -- Lessons from Experience -- Getting Started: Small Schools Design and Implementation -- Tool 1.1 Focus Group -- Tool 1.2 School Visitation Protocol -- Tool 1.3 Text-Based Discussion -- Chapter 2 -- Launching Small Schools in a Community -- Negotiating Autonomy: The Role of Teachers Unions and School Districts -- Organizing Community Support for Small Schools -- Principles for Community Organizing -- Pilot School Replication in Fitchburg, MA -- Tool 2.1 Excerpt from the Boston Pilot Schools Collective Bargaining Agreement -- Tool 2.2 Sample Work-Election Agreement -- Chapter 3 -- Converting Large Schools to Small -- Differences between Small Schools and Small Learning Communities -- A Case Study of a Large School Conversion -- Sample Conversion Designs -- Cherry Lane High Case Study: Restructuring a Large, Comprehensive High School -- Tool 3.1 Options for Conversion -- Tool 3.2 Strategizing about Barriers to Conversions -- Tool 3.3 Common Conversion Design Issues -- Resource 3.1 Common Conversion Questions -- Chapter 4 -- Building Partnerships to Sustain Small Schools -- Why Engaging Families and Community is Important -- A Framework for Family Engagement -- Sample Practices for Family and Community Involvement -- Getting Started: Developing Plans for Family Engagement -- Tools and Resources for Building Partnerships: Creating Schools as Centers for Learning -- Tool 4.1 Community Walk -- Tool 4.2 Student-Led Conferences -- Tool 4.3 Parent-Teacher Conferences -- Resource 4.1 Framework of Focus Areas for Involvement and Sample Practices |
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Part II -- Learning and Achievement in Each Small School -- Chapter 5 -- Teaching, Learning, and Assessment for High Achievement for all Learners -- Rethinking Curriculum, Instruction, and Assessment -- A Framework for Curriculum, Instruction, and Assessment: What Do We want all Students to Know and be Able to Do? -- Habits of Mind: Defining an Overarching Vision for Teaching and Learning -- Less is More: An Approach to Curriculum Design -- Student-as-Worker, Teacher-as-Coach: An Approach to Instruction -- Assessment by Exhibition: An Approach to Assessment -- Creating Curriculum Through Backwards Design -- Creating a Coherent Schoolwide Curriculum -- The Centrality of Literacy -- Tool 5.1 Guidelines for Developing Inquiry-Based Curriculum Units -- Planning Guide Template -- Chapter 6 -- Restructuring the School for Personalization -- The Interconnectedness of School Structures -- Personalization Through Autonomies of Budget, Staffing, and Calendar -- Grouping Students for Learning -- Advisory and Student Support Models -- Tools for Restructuring the School for Personalization -- Tool 6.1 Guidelines for Differentiating Instruction -- Tool 6.2 Advisory Design Checklist -- Chapter 7 -- Building a Culture of Adult Learning and Collaboration -- Creating a Professional Collaborative Culture -- Developing a Unifying Vision -- Governing the School Through Shared Leadership and Teacher Teams -- Tools for Building a Culture of Adult Learners -- Tool 7.1 Building a Collaborative School Culture: How are We Doing? -- Tool 7.2 Survey on Findings of Successful Schools -- Tool 7.3 Powerful Learning Experience -- Tool 7.4 Developing a Vision Statement -- Tool 7.5 Setting Norms for Collaborative Work -- Tool 7.6 Understanding Governance in Small Schools -- Tool 7.7 Governance Structure Chart -- Tool 7.8 Guidelines for Effective Meetings |
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Tool 7.9 Sample Format for Recording Team Meetings -- Tool 7.10 Compass Points: An Exercise in Understanding Preferences in Group Work -- Tool 7.11 Text-Based Seminar -- Tool 7.12 The Final Word -- Tool 7.13 The Obstacle Resolution Protocol -- Tool 7.14 Making Decisions by Consensus -- Tool 7.15 Assessing a Team's Quality of Work -- Chapter 8 -- The Practice of a Collaborative Culture -- Using Protocols to Look at Student and Teacher Work -- Peer Observation -- Data-Based Inquiry and Action Research -- Tools for the Practice of a Collaborative Culture -- Tool 8.1 Consultancy Protocol -- Tool 8.2 Tuning Protocol -- Tool 8.3 Charrette -- Tool 8.4 Critical Incident Protocol -- Tool 8.5 Reviewing a Slice of Writing -- Tool 8.6 Video Camera -- Tool 8.7 Focus Point -- Tool 8.8 Interesting Moments -- Tool 8.9 Teaming -- Tool 8.10 Observer as Learner -- Tool 8.11 Peer Observation Record -- Tool 8.12 Continuum on Using Data for Equity and Excellence -- Tool 8.13 Analyzing Data Chart -- Tool 8.14 Determining Possible Causes of the Problem -- Tool 8.15 Action Planning Form -- Chapter 9 -- Conclusion -- References -- Index |
| Summary |
Offers school leaders lessons, case studies, practical tools, advice, vignettes, and step-by-step instructions for developing new schools or converting existing ones, plus guidance for forging partnerships with the community |
| Notes |
Print version record |
| Subject |
Small schools -- United States -- Handbooks, manuals, etc
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School size -- United States -- Handbooks, manuals, etc
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Education, Secondary -- United States -- Handbooks, manuals, etc
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Education, Secondary
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School size
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Small schools
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United States
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| Genre/Form |
handbooks.
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Handbooks and manuals
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Handbooks and manuals.
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Guides et manuels.
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| Form |
Electronic book
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| Author |
Atkinson, Mary
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Rugen, Leah
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| ISBN |
9781412941778 |
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1412941776 |
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