Improving Urban Schools ppt

COMPREHENSIVE COMPREHENSIVE STRATEGIES TO IMPROVING STRATEGIES TO IMPROVING URBAN SCHOOLS: A CASE URBAN SCHOOLS: A CASE STUDY OF SUCCESSFUL STUDY OF SUCCESSFUL URBAN SCHOOLS, URBAN URBAN SCHOOLS, URBAN PEDAGOGY, AND FAMILY-PEDAGOGY, AND FAMILY-COMMUNITY INVOLVEMENTCOMMUNITY INVOLVEMENT

BYBYJamal Hutchinson, MPAJamal Hutchinson, MPA

DEDICATIONDEDICATION

This project is dedicated to those This project is dedicated to those teachers who enter the halls of the teachers who enter the halls of the struggling/ failing urban schools struggling/ failing urban schools with the mission and hope of with the mission and hope of preparing a better future for our preparing a better future for our future leaders. Urban schools can future leaders. Urban schools can be successful, but only if we state be successful, but only if we state the problem and diligently search the problem and diligently search and research for real solutions.and research for real solutions.

BackgroundBackground

““The Black population has for more The Black population has for more than a century, focused on than a century, focused on achieving equality primarily through achieving equality primarily through high educational attainment. This is high educational attainment. This is because blacks strongly believe that because blacks strongly believe that education is at the cutting edge of education is at the cutting edge of broad social changes as well as the broad social changes as well as the most effective route to upward most effective route to upward mobility.” by Dr. James E. Blackwellmobility.” by Dr. James E. Blackwell

PurposePurpose

The purpose of this culminating project is The purpose of this culminating project is to investigate and analyze the to investigate and analyze the following:following:

The best culturally responsive The best culturally responsive pedagogy strategies for urban schools pedagogy strategies for urban schools with a large at risk student population.with a large at risk student population.

The strategies that high performing The strategies that high performing urban schools have used to become urban schools have used to become successful.successful.

PurposePurpose

Strategies to improve parental and Strategies to improve parental and community support of urban community support of urban schools.schools.

Strategies to recruit and retain Strategies to recruit and retain highly qualified teachers in urban highly qualified teachers in urban schools with a large at risk student schools with a large at risk student population.population.

SignificanceSignificance

This culminating project is significant: This culminating project is significant: Addresses the achievement gap; Addresses the achievement gap; Could be used to facilitate the long Could be used to facilitate the long

term change of low performing, high term change of low performing, high poverty and high minority schools to poverty and high minority schools to high performing urban schools; high performing urban schools;

Provides strategies that will result in Provides strategies that will result in a quality education for students to be a quality education for students to be ready for a global economy and ready for a global economy and society. society.

GoalsGoals

The goal of this culminating project is to The goal of this culminating project is to accomplish the following:accomplish the following:

To use the finding to develop To use the finding to develop recommendations and strategies for recommendations and strategies for impacting and improving low performing impacting and improving low performing urban schools with a high African American urban schools with a high African American population.population.

The long term goal of this researcher is to The long term goal of this researcher is to strive:strive:

To reduce or eliminate the achievement gap To reduce or eliminate the achievement gap between minorities and non minorities.between minorities and non minorities.

Defining Urban SchoolsDefining Urban Schools

Urban schools are located and Urban schools are located and function in areas with high function in areas with high population density. population density.

Urban schools are bigger, and Urban schools are bigger, and urban school districts serve more urban school districts serve more students. students.


Compared to suburban and rural Compared to suburban and rural schools, urban schools serve large schools, urban schools serve large numbers of students of low numbers of students of low socioeconomic class. (Kincheloe, J., socioeconomic class. (Kincheloe, J., et. al., 2004) et. al., 2004)

According to the Tennessee According to the Tennessee Department of Education Report Card Department of Education Report Card 2008 for Davidson county 72.8% of 2008 for Davidson county 72.8% of the students attending the district the students attending the district schools are economically schools are economically disadvantaged.disadvantaged.


Urban schools function in areas Urban schools function in areas marked with economic disparity. marked with economic disparity.

Urban schools are in close proximity Urban schools are in close proximity to affluent neighborhoods. to affluent neighborhoods.

The digital divide is higher for urban The digital divide is higher for urban students in poor areas who have less students in poor areas who have less access to computers and the access to computers and the Internet than their rural and Internet than their rural and suburban students. suburban students.


There is a higher rate of ethnic, There is a higher rate of ethnic, racial, and religious diversity in racial, and religious diversity in urban areas and urban schools. urban areas and urban schools.

Student demographics for Davidson Student demographics for Davidson County schools are as follows:County schools are as follows:


Student DemographicsStudent Demographics # of Students# of Students % of Students% of Students

African American African American 35,144 35,144 48.1 48.1

Asian / Pacific Asian / Pacific Islander Islander

2,383 2,383 3.3 3.3

Hispanic Hispanic 10,399 10,399 14.2 14.2

Native Native American / American / Alaskan Alaskan

119 119 .2 .2

White White 25,012 25,012 34.2 34.2

Economically Economically Disadvantaged Disadvantaged

50,861 50,861 72.8 72.8


Infighting is a common experience Infighting is a common experience among urban school boards over among urban school boards over issues concerning resources and issues concerning resources and influence.influence.

Urban schools experience higher Urban schools experience higher student, teacher, and administrator student, teacher, and administrator mobility. mobility.


In addition one out of every two In addition one out of every two teachers in urban schools transfers teachers in urban schools transfers or leaves in approximately five or leaves in approximately five years. years.

Additionally, urban administrators Additionally, urban administrators do not serve in their positions as do not serve in their positions as long as their counterparts in long as their counterparts in suburban or rural areas. suburban or rural areas.


Urban schools experience Urban schools experience distinctive transportation problems. distinctive transportation problems.

Many urban students depend on Many urban students depend on public transportation to transport public transportation to transport them to and from school. Public them to and from school. Public transportation is unreliable and transportation is unreliable and public transportation is not public transportation is not designed for school schedules. designed for school schedules.


Teachers working in poor urban Teachers working in poor urban schools are less likely to live in the schools are less likely to live in the communities surrounding the communities surrounding the schools than teachers in suburban schools than teachers in suburban and rural systems. (Kincheloe, J., and rural systems. (Kincheloe, J., et. al., 2004) et. al., 2004)

Urban schools lack parental and Urban schools lack parental and community support.community support.

Meta-AnalysisMeta-Analysis

The research was conducted using The research was conducted using a meta-analysis of six identified a meta-analysis of six identified case studies. case studies.

The common subjects studied The common subjects studied across the studies are low income across the studies are low income students and parents, urban students and parents, urban teachers, urban administrators, teachers, urban administrators, community agencies, and urban community agencies, and urban schools. schools.


““Towards an Understanding of Towards an Understanding of Excellence in Urban Pedagogy: A Excellence in Urban Pedagogy: A Portrait of a High School” by Renu Portrait of a High School” by Renu Ahuja Ahuja

““Why quality teachers stay in “High Why quality teachers stay in “High Need” Urban Schools: Insights for Need” Urban Schools: Insights for the retention of urban teachers” by the retention of urban teachers” by Archie Blanson & Norvella CarterArchie Blanson & Norvella Carter

““The 90/90/90 Schools: A Case The 90/90/90 Schools: A Case Study” by Douglas ReevesStudy” by Douglas Reeves


““Parental Involvement in Education Among Parental Involvement in Education Among Low-Income Families: A Case Study” by Jane Low-Income Families: A Case Study” by Jane G. SmithG. Smith

““Collaborating for High School Student Collaborating for High School Student Success: A Case Study of Parent Success: A Case Study of Parent Engagement at Boston Arts Academy” by Jay Engagement at Boston Arts Academy” by Jay Feldman, Monique Y. Ouimette, & Rosann Feldman, Monique Y. Ouimette, & Rosann Tung Tung

““Reflections and Directions on Research Reflections and Directions on Research Related to Family-Community Involvement in Related to Family-Community Involvement in Schooling” by Diana Hiatt-Michael Schooling” by Diana Hiatt-Michael


Several themes emerged from the Several themes emerged from the six case studies:six case studies:

1.1. At-risk/Urban StudentsAt-risk/Urban Students

2.2. Successful Urban SchoolsSuccessful Urban Schools

3.3. Urban PedagogyUrban Pedagogy

4.4. Urban Teacher/AdministrationUrban Teacher/Administration

5.5. Parent EngagementParent Engagement

6.6. Community EngagementCommunity Engagement

Findings/ConclusionFindings/Conclusion At Risk /Urban StudentsAt Risk /Urban Students Teacher and collective efficacy is Teacher and collective efficacy is

demonstrated through sharing a sense of demonstrated through sharing a sense of responsibility for their school and responsibility for their school and students.students.

Teachers who teach a large population of Teachers who teach a large population of at risk students must be flexible and at risk students must be flexible and work towards a student-centered work towards a student-centered differentiated environment.differentiated environment.

Teachers understand that their students Teachers understand that their students come to school with certain come to school with certain disadvantages, but they do not use that disadvantages, but they do not use that as an excuse for students to fail.as an excuse for students to fail.

Findings/ConclusionFindings/Conclusion

In some cases teachers may need to make In some cases teachers may need to make an emotional investment in the children by an emotional investment in the children by taking on parental roles, caring for taking on parental roles, caring for students, and preparing them for life. students, and preparing them for life.

Teaching and learning occurs when Teaching and learning occurs when teachers have “task focus goals” and teachers have “task focus goals” and “performance focus goals.” “performance focus goals.”

Students are placed into academic classes Students are placed into academic classes based on diagnostic testing. (Ahuja, R., based on diagnostic testing. (Ahuja, R., 2007)2007)


Successful Urban Schools & Urban Successful Urban Schools & Urban PedagogyPedagogy

Keys to effective pedagogy are excellent Keys to effective pedagogy are excellent mission, strong instructional leadership, mission, strong instructional leadership, shared vision, high expectations, shared vision, high expectations, collective efficacy, student-centered collective efficacy, student-centered instruction, and willingness to go the extra instruction, and willingness to go the extra mile.mile.

A well designed mission is the driving A well designed mission is the driving force of the school; the persistent belief force of the school; the persistent belief that the vision and mission of the school that the vision and mission of the school are more important than anything else.are more important than anything else.

Findings/ConclusionFindings/Conclusion Close collaboration and Close collaboration and

communication of the set of values communication of the set of values enables the school to create a enables the school to create a sense of individuality and a clear sense of individuality and a clear set of expectations throughout.set of expectations throughout.

Time is important. Successful Time is important. Successful schools break away from the schools break away from the traditional schedule. This had an traditional schedule. This had an impact on student achievement.impact on student achievement.


Urban Teacher/Administration Retention Urban Teacher/Administration Retention StrategiesStrategies

It is important for teachers to feel respected It is important for teachers to feel respected as professionals by their administrative as professionals by their administrative team. team.

Hire teachers who live close to the urban Hire teachers who live close to the urban schools. These teachers will most likely schools. These teachers will most likely have an invested interest in the community.have an invested interest in the community.

Strong administrative support is an Strong administrative support is an important factor in teacher retention.important factor in teacher retention.


Administrators should take time out of Administrators should take time out of their day to come by the classroom just to their day to come by the classroom just to speak and check on the well being of their speak and check on the well being of their teacher. teacher.

Teachers need emotional support in a way Teachers need emotional support in a way that shows someone cares about their that shows someone cares about their personal and professional circumstances.personal and professional circumstances.

The communication skills of the principal The communication skills of the principal are major factors in teachers remaining in are major factors in teachers remaining in urban schools. urban schools.


•• Urban schools must have Administrators Urban schools must have Administrators who have an open door policy. Teachers who have an open door policy. Teachers want to be able to go to their want to be able to go to their administrator’s office with a problem and administrator’s office with a problem and obtain advice and directions without fear obtain advice and directions without fear of retaliation. of retaliation.

•• The freedom to teach the way that would The freedom to teach the way that would best benefit their students influenced best benefit their students influenced retention factors with instructional data retention factors with instructional data to support the freedom. to support the freedom.

•• Professional development should be Professional development should be relevant and address the needs of the relevant and address the needs of the students. (Blanson, A., Carter, N., 2006) students. (Blanson, A., Carter, N., 2006)


Parent Engagement/ Community Parent Engagement/ Community Engagement StrategiesEngagement Strategies

The strengths and needs of school families is The strengths and needs of school families is the foundation for attempts aimed at enhancing the foundation for attempts aimed at enhancing parental involvement in education.parental involvement in education.

Engaging the community agencies allows the Engaging the community agencies allows the agencies to give input regarding the needs of agencies to give input regarding the needs of the mostly low-income families in the the mostly low-income families in the neighborhood.neighborhood.

A broad definition of parental involvement is A broad definition of parental involvement is needed that recognizes a wide array of parental needed that recognizes a wide array of parental involvement behaviors. (Smith, J., 2006) involvement behaviors. (Smith, J., 2006)

Findings/ConclusionFindings/Conclusion Provide multiple entry points for parent Provide multiple entry points for parent

involvement. involvement. By understanding the different parent By understanding the different parent

dispositions toward engagement staff are dispositions toward engagement staff are able to design a range of opportunities for able to design a range of opportunities for involvement. (Hiatt-Michael, D., 2006)involvement. (Hiatt-Michael, D., 2006)

Educators recognized that there are Educators recognized that there are challenges related to socioeconomic challenges related to socioeconomic status and language proficiency. status and language proficiency.

Parents might not be able to be involved Parents might not be able to be involved in the same manner that parents at in the same manner that parents at middle and upper class schools would be.middle and upper class schools would be.


Educators should recognize all attempts Educators should recognize all attempts made by parents to support their made by parents to support their children’s education.children’s education.

The development, administration, and The development, administration, and support of the Family Resource Center in support of the Family Resource Center in the school is central to the improvement in the school is central to the improvement in school culture. (Smith, J., 2006) school culture. (Smith, J., 2006)

Specialized creation of two staff positions Specialized creation of two staff positions to welcome parents into the school to welcome parents into the school community and support their involvement. community and support their involvement.

Findings/ConclusionFindings/Conclusion Leadership must set high expectations for Leadership must set high expectations for

parent involvement and provide the parent involvement and provide the framework to facilitate it. (Feldman, framework to facilitate it. (Feldman, J; Ouimette, M.; Tung, R. 2006) J; Ouimette, M.; Tung, R. 2006)

Practicing teachers who are provided with Practicing teachers who are provided with knowledge and skills to apply culturally knowledge and skills to apply culturally appropriate practices report positive appropriate practices report positive outcomes for parent involvement. outcomes for parent involvement.

A community school embodies and A community school embodies and recognizes the power of working together recognizes the power of working together to strengthen communities, strengthen to strengthen communities, strengthen families, and educate children.families, and educate children.

Future ResearchFuture Research

Future research and analysis needs Future research and analysis needs to be conducted on classroom to be conducted on classroom management, behavior management, behavior management, types of scheduling, management, types of scheduling, culturally responsive/appropriate culturally responsive/appropriate curriculum, and student and family curriculum, and student and family support services. support services.

AcknowledgmentsAcknowledgments

First I would like to thank the God First I would like to thank the God Almighty for providing me with the Almighty for providing me with the support system necessary to pursue support system necessary to pursue and strategize solutions to providing and strategize solutions to providing a quality education to a set of a quality education to a set of people who have historically have people who have historically have been kings and queens, to slaves, to been kings and queens, to slaves, to second class citizen, and hopefully a second class citizen, and hopefully a completely equal playing field. completely equal playing field.


Second I would like to thank my Second I would like to thank my wife for being my confidant, my wife for being my confidant, my number 1 supporter, and my number 1 supporter, and my motivator. Thank you for motivator. Thank you for taking care of our tribe, and taking care of our tribe, and allowing me to work on this allowing me to work on this project. project.


Third I would like to thank my mother Third I would like to thank my mother for answering the questions “Why for answering the questions “Why teach in an urban environment and teach in an urban environment and how do you stay for the long run?” how do you stay for the long run?” when I couldn’t find an answer. when I couldn’t find an answer. Finally I would like to thank Dr. John Finally I would like to thank Dr. John Norris for his leadership, flexibility, Norris for his leadership, flexibility, and advice on this project.and advice on this project.

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Improving Urban Schools ppt

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