In Chapter 9 “Policy for Quality and Equality: toward Genuine School Reform” the author Darling-Hammond outlines in details a policy prescription within the chapter that are defined as five key concepts.
1. Meaningful learning goals 2. Intelligent, reciprocal accountability systems 3. Equitable and adequate resources 4. Strong professional standards and supports 5. Schools organized for student and teacher learning Meaningful Learning Goals (MLG): MLG's are best established by utilizing Designing Backwards. Designing Backwards consists of two components: Programmatic goals, which outlines the expected and intended purpose with the curriculum used — additionally having Course goals, which describes the expected and intended objectives in the results of the learning by the students. Lastly, the activities and assessments used once students complete units, and/or subject areas. Without the use of MLG's when scheduling curriculum and ensuring they align with national and state standards, benchmarks, etc. in all academic subject areas (i.e., Mathematics, English Language Arts, Science, Social Studies, Art, etc.), will "give more focus on schools effort, clarified core content, incorporated more emphasis on both critical content, and higher-order thinking skills" (Darling-Hammond, 2010, p. 281). Intelligent, Reciprocal Accountability-"If education is actually to improve and the systems are to be accountable to students, accountability should be focused on ensuring competencies of teachers and leaders" (Darling-Hammond, 2010, p. 301). As educators we have a responsibility to ensure that our students have the prior knowledge, instruction, tools, and skills to be successful in meeting the teachers, district and state expectations. As educators, we need to be successful in identifying the "Why, What, When and How." The why, in the reason we as educators and why our students are completing a specific task, skill or goals. What leads us to specify what we are asked or expected to do. The when, is the establishment of a clear "deadline" or timeframe, in which the work is to be completed. The how, is defined as "how" we will complete the requested work, tasks, assignments, etc. Teachers like students need to have a clear picture and understanding of expectations, which address and communicates the various aspects of Intelligent, Reciprocal Accountability Systems, which will lead to successful learning. Equitable and Adequate Resources-:California students, families, educators, and policymakers are at the center of one of the most ambitious, equity-focused education reforms in the country.: (Furger, Hernandez, Darling-Hammond, 2019). *Article link below While my career as a teacher only spans between 3 districts in 12 years.s, I have experience working in from one end of the economic spectrum to the other. One district consisted of residents from the middle class and 32% free-reduced lunch and neighbored a community of two military bases. The second district was in a five-year improvement mandate by the state office of public instruction, and nearly 50% free and reduced lunches, and crime rate of 54 per 1000, and crime index of 4%, meaning safer than only 4% of cities throughout the United States. Lastly, I have worked for a small rural district, which is a "Basic Aid" district, by definition as a district that receives its funding and budget from local property taxes. California has 1000 school districts, and only 80 of these districts qualify as "Basic Aid." In order for there to be true equalization of resources to "students will require attention to inequalities at all levels-between states, among districts, around schools, within districts, and around students differentially places in classrooms, courses, and tracks that offer substantially disparate opportunities to learn" (Darling-Hammond, 2010, p. 311). Strong Professional Standards and Supports-The implementation of the No Child Left Behind (NCLB) "highly qualified teacher requirements has reduced the hiring of utterly untrained teachers", it has made a significant positive change in how teacher preparation programs, states, and districts make sure that students have access to quality education, especially in communities with low socio-economic and larger population of students from various sub-groups. Various agencies such as the National Education Association support the need for highly qualified teachers. "Fulfilling the mission of providing all students with access to great public schools rests on a shared responsibility to ensure that every classroom and learning environment is led by caring, committed, and qualified educators" (NEA, 2017). Schools Organized for Student and Teacher Learning-"Leaders will need the vision, capacity, and policy support to create much more productive schools" (Darling-Hammond, 2010, p. 324). There is a vast of resources, teaching methods, learning strategies, methodologies, and pedagogies that support organization for schools, students and teacher learning. However, "the challenge of getting to score with good equational practice, is one of developing widespread educational leadership and expert teaching" (Darling-Hammond, 2010, p. 325). A capable team is a reflection of its leadership: (unknown).
https://learningpolicyinstitute.org/product/california-way-equitable-excellent-education-system-brief
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