SCHOOL LEADERSHIP COMPONENT (SLC)
The linchpin of a thriving PK-12 community is the capable and culturally relevant leader. FTH wholeheartedly believes that LEADERSHIP MATTERS! Although "schooling" is elevated by all of its stakeholders, it is the head educator who serves as the conduit that keeps all systems operating fluidly.
We believe that a core goal for public education is to produce citizenry that contributes positively to their neighborhoods and families, as well as strives to become the best human beings possible. In order to achieve this, school leaders must act with a set of principles that reflect this understood expectation. To this end, the School Leadership Component (SLC), provides professional development opportunities in the form of a speakers-and-dialogue-series, that will equip participants with strategies for improving the outcomes of America's most vulnerable children.
School Leadership Component provides professional development opportunities that will equip participants with strategies for improving the outcomes of America's most vulnerable children.
SLC is designed to promote all of the best practices supported by the current research in education. Additionally, SLC is intentionally structured for advocacy around the necessity of PK-12 educational systems that are reflective of the cultural and economic conditions of under-resourced populations. SLC introduces its participants to America's most insightful and esteemed thinkers. We invite the top lecturers, authors, and practitioners to speak on the eight professional competencies aligned to the Interstate School Leaders Licensure Consortium's (ISLLC) six professional standards.
We Transform SCHOOLS
School Board Leadership Institute
Legislative efforts on school reform
Upon closer examination, we find that the wave of national education reform that began nearly thirty years ago with the Nation at Risk Report is alive and well today, and appears to be gaining more momentum (National Commission on Excellence in Education Report, 1983). This would indicate that there continues to be a desperate search to find solutions for what ails public education. This search has no doubt given rise to several national pieces of legislation. These include the landmark amendment and reauthorization of the Elementary and Secondary Education Act as the No Child Left Behind legislation (2002), Race to the Top legislation (2010), and Common Core Standards (2010). There have also been quite a few state level legislative actions and initiatives on education reform in states like Wisconsin, New York, and Illinois where key pieces of education reform legislation have been passed on issues such as teachers' right to organize, tenure, and teacher performance evaluation.
Every reform effort presupposes that something or a combination of things is causing the problem. The list usually runs quite long depending on who is surveyed: teacher quality, class size, lack of adequate funding, teacher pay, absence of nonrigorous standards, principal leadership, tenure and union influence, absence of national standards, socio economic status of students, etc.
In order to "learn to govern the right way," it behooves school boards and/or individual board members across the country to: (a) become more knowledgeable about their role in district governance, (b) become knowledgeable about the history and role of school boards, (c) learn about the various policy making styles that school boards adopt, and (c) become aware of how those governing styles impact district administration and student achievement.
School Board Leadership Institute is designed to:
FTH Preparatory Academies
In preparing our scholars to graduate from college, FTH Prep Academies establish strong learning communities at all grade levels. Research informs us that effective schools scaffold the learning process based on what children are expected to know and demonstrate, beginning in pre-kindergarten and extending through grade 12 (NAEYC, 2010). In addition, research suggests that the pre- kindergarten through grade three years are the most crucial years for building a strong academic and social foundation for school; and grades four through grade eight are the most significant years for ensuring a students' academic success for high school graduation and college enrollment (Lesnick, Smithgall, and Gwynne, 2010). In light of this, our core academic goal is to ensure that all scholars who begin our program in the lower grades are on or above grade level by the end of third grade; scholars who begin our program in the primary grades are on or above grade level by the end of eighth grade; and scholars who graduate from our program in 12th grade are immediately enrolled in an accredited college or university.
In order to provide all scholars with a rigorous curriculum, our teachers consistently and defensibly adjust instruction in response to their scholars' readiness, interests, and learning profiles. Replacing linear, teacher-centered classroom routines with flexible, learner-centered classrooms cannot occur without changes in the beliefs and practices of traditional schools. We recognize that teaching every child the same material in the same way will not work in a knowledge-based economy. The structure of FTH Prep Academies is designed to understand, respect, 47 and respond to the individual scholars served.
The search for a new superintendent necessitates thoughtful planning and a solid recruitment and employment process. FTH offers a service that will help school boards locate and hire the right leader. School boards put an immense amount of effort into developing a profile for the school district, listening to what the public is looking for in their school system leader, interviewing the most promising candidates and then, with professional assistance, choosing the candidate they believe will be the most effective leader for the district's students, schools and community (Hatrick, 2010).
The most significant decision that a school board will most likely ever make is to choose a new school district leader....
Schools and districts that have failed to demonstrate adequate academic progress as measured by their state specific objectives are required to undertake dramatic school reform efforts. A school turnaround strategy is one of five options that NCLB prescribes in order to reverse the trend of unacceptable academic progress. The Center on Innovation and Improvement defines a school turnaround as a documented, quick, dramatic, and sustained change in the performance of an organization. A school turnaround strategy often begins with the replacement of the primary leader, but not all staff. (Hoffman, 1989). The literature suggest that schools that are failing on numerous metrics necessitate more dramatic transformation to become successful, and that transformation must appear different from incremental improvement over time.
The Center on Innovation and Improvement defines a school turnaround as a documented, quick, dramatic, and sustained change in the performance of an organization.
From the Heart International Educational Services
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