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Changing mental frameworks one high school's success through a triad partnership
In 1992 the Texas Education Agency selected 83 schools to participate in its Partnership Schools Initiative (PSI), which had the goals of improving outcomes for students and closing the performance gaps among various student groups. The schools were allowed flexibility in the process used to achieve these goals. One of the partnership schools, Pharr-San Juan-Alamo High School (PSJA), was chosen for a case study of school reform. At PSJA, low-income students make up 80 percent of the student population, 98 percent of whom are Hispanic. A large school near the Mexican border, PSJA was experiencing transitions and overcrowding. The school's improvement plan utilized a three-pronged approach: change staff's mental frameworks through monthly staff development sessions, heighten students' attitudes and expectations through retreats and workshops, and improve parents' understanding of their role in children's learning through parenting classes and workshops. Lessons learned about the school improvement process are: (1) even a large staff can be involved in developing a school improvement plan; (2) professional development has a greater impact when provided to the faculty as a whole; (3) communicating a school vision to staff development providers can aid in developing a shared vision in a large school; (4) reflection and critical inquiry are important components of staff development; (5) the changing of attitudes is a worthwhile goal; and (6) a principal's assistance and flexibility can help compensate for scarce resources. Also discussed are impediments to school improvement (poor working conditions, rigid fiscal policies, and lack of teacher monitoring) and benefits of the PSI triad approach--a collaboration among schools, regional education service centers, and the state education agency. (TD).
- "In 1992 the Texas Education Agency selected 83 schools to participate in its Partnership Schools Initiative (PSI), which had the goals of improving outcomes for students and closing the performance gaps among various student groups. The schools were allowed flexibility in the process used to achieve these goals. One of the partnership schools, Pharr-San Juan-Alamo High School (PSJA), was chosen for a case study of school reform. At PSJA, low-income students make up 80 percent of the student population, 98 percent of whom are Hispanic. A large school near the Mexican border, PSJA was experiencing transitions and overcrowding. The school's improvement plan utilized a three-pronged approach: change staff's mental frameworks through monthly staff development sessions, heighten students' attitudes and expectations through retreats and workshops, and improve parents' understanding of their role in children's learning through parenting classes and workshops. Lessons learned about the school improvement process are: (1) even a large staff can be involved in developing a school improvement plan; (2) professional development has a greater impact when provided to the faculty as a whole; (3) communicating a school vision to staff development providers can aid in developing a shared vision in a large school; (4) reflection and critical inquiry are important components of staff development; (5) the changing of attitudes is a worthwhile goal; and (6) a principal's assistance and flexibility can help compensate for scarce resources. Also discussed are impediments to school improvement (poor working conditions, rigid fiscal policies, and lack of teacher monitoring) and benefits of the PSI triad approach--a collaboration among schools, regional education service centers, and the state education agency. (TD)."@en
- "Changing mental frameworks one high school's success though a triad partnership"
- "Changing mental frameworks one high school's success through a triad partnership"@en