Results Now and Stakeholders
Results Now and Stakeholders
1. Mike Schomoker, the author of Results Now: How Can Achieve Unprecented Improvements in Teaching and Learning, argues that schools are protected by a “buffer”. Buffer is regarded as a protective barrier, which prevents outsiders from criticizing the instruction within schools. In addition, buffer also exists within the school because teachers are mostly concern with their own classroom and are not fully aware of what other teachers are doing. Principals, who are the head authority in the school, do not have enough knowledge about the everyday teaching and learning activities in school. In line with this, the concept of buffer is also observable in some public educational setting. There are instances wherein teachers in public school will unfairly treat their students but this kind of practice continues despite the knowledge of other teachers. Most teachers have this mentality of not getting involved with the affairs or practices of other teachers in order to prevent tension among them. In the same manner, principals also cannot effectively address the untoward conduct of some teachers because they are more preoccupied by other things such as the lack of school funds (Lortie, 2009). Schomoker believes that all stakeholders in the educational institution should address this buffer by means of confronting the truth about what is actually happening in classrooms. Teachers have to learn from the experiences of each other and principals have to supervise them properly. Moreover, Schomoker also suggests a plan that gives importance to consistent curriculum, authentic literacy education, and professional learning communities for educators.
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2. In the public school system, there are different principle actors and stakeholders that make important decisions about the curriculum of the school. The people that provide funding for the school have a large influence on the curriculum decision of the school, who are commonly part of the board of directors of the school. In line with this, the board of directors of the school, the educational authorities coming from the local, regional, and national branches affect school decisions. In addition, educators like teachers, and principals are also regarded as stakeholders in curriculum decisions. Aside from school officials, parents and students also have a huge influence in the creation of school curriculum because they are greatly affected by it. In line with this, there are different models or guides that are used in order to make decisions and assess the curriculum at a public school setting and one of which is the Curriculum-Based Evaluations (CBE). CBE is use to measure specific skills, which are being taught in classrooms (Mather et al., 2009). Furthermore, there are also different mandates that schools in Pennsylvania have to abide by. The “No Child Left behind Act of 2001” is a federal legislation that implements theories of standards-based education Reform. The mandate of the Act influences the curriculum decisions of schools in Pennsylvania together with the Department of Education. Schools in Pennsylvania also have to take into consideration the mandates coming from the regional and local administrative of the department of education (Mather et al., 2009). In doing so, schools in Pennsylvania will have a standard curriculum that abides by the qualifications of the state and also of the important stakeholders in the school.
Lortie, D.C. (2009). School Principal: Managing in Public. Chicago: University of Chicago
Mather, N., Wendling, B.J., & Roberts, R. (2009). Writing Assessment and Instructions for
Students with Learning Disabilities. California: John Wiley and Sons.