DOCUMENT RESUME EA 026 447 ED 378 683 TITLE Introduction to School Restructuring Issues. Center on Organization and Restructuring of Schools, INSTITUTION Madison, WI. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 91 CONTRACT R117Q00005-91 NOTE 5p. PUB TYPE Guides Collected Works Serials (022) Non- Classroom Use (055) Brief to Education Writers; nl Fall 1991 JOURNAL CIT EDRS PRICE MFO1 /PCO1 Plus Postage. Authors; Elementary Secondary Education; Information DESCRIPTORS Dissemination; Local Issues; Resources; School Districts; *School Restructuring; *Writing for Publication ABSTRACT Three areas have become focal points in the restructuring movement: achievement, equity, and school-based governance. Restructuring efforts are initiated from four main sources--national and regional reform projects, state initiatives, district strategies, and individual school efforts. The Center on Organization and Restructuring of Schools is engaged in a 5-year program of research and dissemination that will analyze restructuring along 6 issues pivotal to elementary, middle, and high schools: authentic achievement, educational equity, decentralization, communities of learning, reflective dialogue, and accountability. This document encourages education writers to submit accounts of local school restructuring efforts. It offers questions to help stimulate story ideas on different aspects of restructuring. The questions for individual schools are related to the three areas of achievement, equity, and school-based governance. The questions for the district pertain to goals, process, budget, and staff development. A list of selected contacts--professional associations and organizations on school restructuring and education writing--is included. (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** to education writers te) 00 00 M IntrAuction to School Restructuring Issues ;x4 estructuring is education's hot topic for the nineties. How can the United States over- haul its educational system in order to produce leaders, workers, and citizens to face the challenges of the 21st century! The cry to restructure schools, rebuild curriculum and assessment, redesign teacher training, find new forms of business and community support and set student expectations on a higher plane responds to the dismal state of the American public school. Why write about restructuring? Despite nearly universal criticism of schools, some hold new strategies are being tried. Teachers, administrators, and policymakers are taking risks to test new hypotheses and reach their goals. Three areas have become focal points in the restructuring movement: Achievement, Equity. and School-based Governance. U 3 DEPARTMENT OF EDUCATION What exactly is restructuring? Restructuring refers to major departures from conventional a cnn-anonal Research and uncenearnant E Pu A T,ONAL RESOURCES INFORMATION practice designed to foster critical thinking and high academic performance from all students. CENTER (ERIC) ''`.5 document 0SS Osn raorodooso as Usually restructuring efforts are discussed by referring to scattered experiments across the 0, ta,as0 ',on, the aillson or orpanszation r.o.nst.og country. These are initiated from four main sources. We mention just a few examples. koo conges hart, bean mad* to ,mprOs (1) National and regional reform projects. Organizations that work with schools include ,potoclucl.on Quality the Coalition of Essential Schools, established through Brown University; the Accelerated 00.015 01 v.0* 0, 00,,,000 stated .n thn dots- 'nen, Clo not necessa,,Iv represent officmi Schools Program, associated with Stanford University; and, the National Center for OF R. oos.I.on 0, pokcy Restructuring Education, Schools, and Teaching, at Columbia University's Teachers College. (2) State initiatives. Kentucky and Minnesota offer examples of different approaches to statewide reform. (3) District strategies. Examples of district efforts can he found in Chicago, Illinois and Dade County, Florida. (4) Individual school efforts. For examples, consult the organizations listed below or investigate schools in your own area. The Center on Organization and Restructuring of Schools represents one effort to shed light on the process of school restructuring. The Center is engaged in a five year program of research and dissemination which will analyze restructuring along six pivotal issues for ele- mentary, middle and high schools: authentic achievement, educational equity, decentraliza- tion, communities of learning, reflective dialogue, and accountability. Each year the Center will produce two "Issue Reports." The first one, "A Framework for Restructuring Schools," which was recently distributed, introduces the Center and its research mission. Three "Briefs" will be targeted to selected audiences; each fall one such briet will be sent to education writers. Future briefs will delve more deeply into a-specific topic. Our s:oal is BRIEF NO. 1 FAL!. 1991 to suggest issues for local stories on restructuring. We would appreciate being sent a copy of any school restructuring stories you write. What is Restructuring? 1 What steps, strides, and success is your district having with restructuring! When you visit Questions the schools (and classrooms) your district administrators 2 say are restructured, you might ask: How evident are major changes to the educators involved! How evident are major changes to Selected Contacts 3 youand the public at large. If you have not written extensively on restructuring, we suggest the following questions to Short Bibliography 4 help stimulate story ideas on different aspects of restructuring. The questions relate to issues studied at the Center. CEN TER ON ORGANIZATION AND RESTRUCTURING OF SCHOOLS 2 Questions for Individual Schools Questions for the District Achievement and Assessment Goals Improved learning: Is improved achievement a Is there a district plan for restructuring schools? stated goal? How do schools document student To what extent does the plan focus on the three achievement?.What do teachers and parents goals of achievement, equity, and school-based say :.bout how well students are doing? What governance? How far has the district progressed indications are there that student achieve in developing and implementing its plans? ment has been enhanced by restructuring? Process Instruction: What do teachers say about the way their teaching has changed to encourage in- Has restructuring been imposed from above by depth learning? In class, do you see teachers governors, state officers, or superintendents! "Education's pursuing "right" (or "already known") answers What efforts are underway to decentralize con- or are they asking open-ended questions? trol, from the administration to the schools? job today is less What percentage of time is spent on repetitive Is emphasis placed on shared decision-making work, basic skills, discipline, procedures, and in the schools? in purveying classroom management? What percentage of How much community agreement is there on time is spent developing in-depth understanding goals? Are any special interest groups trying to information of a topic? Ask teachers if and how they have thwart or dominate the process of restructur- raised expectations for student learning. ing? What is the role of the teacher's union? than in helping Changes in study and testing: How long do What significance is placed on new forms of students work on in-depth projectstwo days? school accountability, such as new regulations, people to use two weeks! two months? What kinds of tests new forms of district assistance, or support to are being givenmultiple choice? essay? Do schools? What incentives (e.g. release time). itthat is, to teachers believe students are involved in the rewards, and sanctions encourage school material they're studying? restructuring? exercise Student interest: When interviewed do Budget students say that what they are learning has their minds." value to them beyond getting a good grade. How has the budget changed to accommodate the three goals of restructuring listed above Equity Theodore R. Sizer Does the school hoard distribute resources Educator Does tracking by ability level occur? What equitably across all schools, including lower disparities exist in the achievement of low income areas? income and more affluent studentsor Staff development between different racial or ethnic groups? Instruction: Ask parents (or students) if they feel What professional development is offered to staff any group of students receives lower quality to clarify and work toward the restructuring instruction. Do the "best" teachers teach all goals listed above? Are local Schools of students, or just the most able? Education changing teacher preparation to accommodate restructuring philosophy? What School-based Governance efforts are underway to revamp licensing and How much say do teachers, students, and parents certification for teachers in your area? have in different aspects of school life: curricu- lum, testing, budget, staffing, discipline, student affairs? Is the school governed by a site-based council or other committees? What kinds of decisions are made by which groups of people? In what ways does the district (or state) support or stifle innovation? Are teachers given release time to carry out new responsibilities? 3 SELECTED CONTACTS THE NATIONAL ALLIANCE FOR RESTRUCTURING EDUCATION and its program, the CENTER ON EDUCATION AND CENTER ON ORGANIZATION AND THE ECONOMY, are focused on improving RESTRUCTURING OF SCHOOLS, an OER1 student performance. They are a networking research center, is studying issues of authentic organization which examines leadership strategies, achievement, equity, teacher empowerment, critical standards for student performance, local- reflective dialogue and accountability. Contact: ized decision making, and commitment to change. Fred Newmann or Gary Wehlage, University of Contact: Michael Cohen, Director of the WisconsinMadison, 1025 W. Johnson St., Madison, WI 53706 (608/ 263-7575). National Alliance for Restructuring Education, 1341 G Street, NW, Suite 1020, Washington, CENTER FOR LEADERSHIP IN SCHOOL DC 20005 (202/ 783-3668); or, Marc Tucker, REFORM promotes partnerships between local President, National Center on Education and the "Restructuring business communities and school districts nation- Economy, 39 State Street, Suite 500, Rochester, wide through staff development. Contact: Phillip NY 14614 (716/ 546-7620). is (concerned Schlechty or Bob Cole, 950 Breckenridge Lane, THE NATIONAL CENTER FOR RESTRUC- Suite 200, Louisville, KY 40207 (5021895- 1942). with) changing TURING EDUCATION NCREST was created THE CENTER FOR RESTRUCTURING to document, support, connect, and make lasting furthers restructuring by working with individual the dynamics of the many restructuring efforts going on through- schools and school districts and by doing research out the nation. Columbia University, Teacher's and development on restructuring projects. interactions in College. Contact: Linda Darling-Hammond or Contact: co-directors Bruce Goldberg or Marsha Ann Lieberman, Teacher's College, Columbia Levine, American Federation of Teachers, 555 the classroom to University, 525 West 120th Street, Box 86, New New Jersey Ave, NW, Washington, D.C. 20001 York, NY 10027 (212/ 678-4142). (2021879-4440). ensure higher NATIONAL EDUCATION ASSOCIATION COALITION OF ESSENTIAL SCHOOLS, a supports schools involved in restructuring. They expectations of high school university partnership established have established a computer network linking par- with Brown University, is committed to ents, teachers, administrators, professors, and stu- both teachers redesigning pedagogies, curricula, and school dents to discuss educational practice. Contact: structures. With the Education Commission of Sharon Robinson or Sylvia Seidel, 1201 16th and students." the States, the Coalition created a nationwide Street, NW, Washington, DC 20036-3290 program for school improvement, Re:Learning, (202/ 822-7783 ext. 7940). which is intent on restructuring educational Anne Lewis Education Writer systems across the nation. Contact: Ted Sizer, NATIONAL GOVERNOR'S ASSOCIATION provides tecl Ucal assistance to states and does Director, Coalition of Essential Schools, P.O. research into state restructuring efforts as well as Box 1938, Brown University, Providence, RI educational issues in general. They work with 02912 (401/ 863-3384). Congress and the Administration on educational CONSORTIUM FOR POLICY RESEARCH IN policy issues. NGA is encouraging states to focus EDUCATION investigates the relationship on systemic restructuring. Contact: Rae Bond, between and influences of educational policies Public Affairs Director, NGA, 400 N. Capital and educational practice. Contact: Susan Street, NW, Suite 250, Washington, DC 20001 Fuhrman, Director of The Policy Center, Rutgers, (2021 624-5331). The State University of New Jersey, 90 Clifton Ave., New Brunswick, NJ 08901 (908/ 828-3872). This publication was prepared at the Center on EDUCATION WRITERS ASSOCIATION, is Organization and Restructuring of Schools (Grant No. an association dedicated to assisting reporters, RI 17Q00005-91), supported by the U.S. Department editors, and other education writers. Contact: of Education, Office of Educational Research and Anne Lewis, Lisa Walker, or Bert Menninga, Improvement. and by the Wisconsin Center for 1001 Connecticut Ave., NW, Suite 310, Education Research, School of Education, University of Wisconsin-Madison. The opinions expressed herein Washington, DC 20036, (2021429-9680). are those of the authors and do not necessarily reflect the views of the supporting agencies. 4 3 SHORT BIBLIOGRAPHY National Governors Association. Brief to education writers is prepared Elmore, R.F., & Associates. (1990). (1991). From Rhetoric to Action: State by Karen Prager at the Center on Restructuring Schools: The next generation progress in restructuring the educational Organization and Restructuring of Schools. of educational reform. San Francisco: system. Washington, DC: Author. University of WisconsinMadison, 1025 Jossey-Bass. West Johnson Street, Suite 659, Madison, Newmann, F.M. (1991). Linking Wisconsin 53706. Flone: (608)263-7575. Lewis, A. (1989). Restructuring America's restructuring to authentic student Director: Fred M. Newmann schools. Arlington, VA: American achievement. Phi Delta Kappan, 72(6), Associate Director: Gary Wehlage Association of School Administrators. 458-463. Dissemination Coordinator: Karen Prager Murphy, J. (1991). Restructuring Schools: Administrative Assistant: Diane Randall Sizer, T.R. (1984). Horace's compromise: Graphic Designer: Rhonda Dix Capturing and assessing of phenomena. The dilemma of the American high school. NY: Teachers College Press. Boston: Houghton-Mifflin. Brief No. 1 Fall 1991 ' I CENTER ON ORGANIZATION AND Nonprofit Organization RE STRUCTURING OF SCHOOLS US Postage . School of Education PAID Wisconsin Center for Education Research Madison, Wisconsin University of Wisconsin-Madison Permit No. 1622 1025 W. Johnson Street Madison, WI 53706