Free of externally imposed syllabi, teachers were forced to rethink, relearn, and redirect perceptions of their role in realizing program aims and objectives. The Views of Urban High School Teachers. Identifies six conditions influencing urban high school teachers to participate in and support schoolwide programs to improve learning and teaching through administrative, organizational, instructional change. Focus is on teachers in three Massachusetts schools. Reforms must address social and academic needs of students as well as teacher empowerment.
Reforms require adequate resources, implementation time, time to adjust and refine processes.
UD517795 Sustaining School Restructuring by Reforming School Districts. For over 10 years, the accelerated schools movement has worked to implement a cohesive philosophy and process for change in over 1,000 schools in 41 states. This paper describes the characteristics of accelerated schools and details the influences that districts have on them. It demonstrates how districts influence the success or failure of accelerated-school efforts by portraying instances of district support, as well as neglect and inadvertent sabotage.