TheStudyonSmallSchoolsand SmallLearningCommunities
Smalllearningcommunities(SLCs) havebeenshowntobenefitboth teachers and students,accordingtoanumberofpublications.Theyhavecontributedtothe developmentofSLCsasamethodofschoolimprovementthatseemstoreduce theachievementgapbetweenstudentsfromvariousethnicoriginswhile simultaneouslyraisingstudentachievement.Despitetheircontributionstoour knowledgeoftheSLCapproach'spotential,thesepapersraisethequestionof whatparticularinstructional,curricular,andorganizationalpracticesresultin theseintendedoutcomes.Inresponse,thepublishedresearchand documentationfindingsthatanswerthisquestionarecompiledinthispaper.
Todate,"truebelievers"andthosehavingaspecificviewpointtopresent—the benefitsofprofessionalacademies,forinstance—havemostlydominatedwriting aboutsmalllearningcommunities.Therehasn'tbeenmuchthoroughresearch doneonthesubject,andwhilemanyacademicshavewrittenaboutit,theyhave
mostlydonesoasdevoutbelieversratherthanasacademics.Rather,wehavea bodyofliteraturethatisfrequentlymislabeledas"theresearchonsmallschools andsmalllearningcommunities."Itisfullofargumentsandanecdotes,frequently quitecompelling,butitlacksaclearstructure.FindingSLCpracticesthathave beenexperimentallyrelatedandmaybecrucialtoreachingtargetededucational resultsisitsmaingoal.
Overthepastfortyyears,thephraseusedtodescribetheprocessofdividing particularhighschoolsintoseveralsmallerlearningunitshaschanged significantly.Thisapproachwasreferredtoas"houses"and"schoolswithin schools"inthe1960s,"minischools"and"magnetschools"inthe1970s,"charter schools"inthelate1980sandearly1990s,andmostrecently,"smalllearning communities."Thedevelopmentofterminologyissignificantbecauseitreflects theshiftinperspectiveregardingtheessentialcomponentsofsuccessful education.
Althoughincomplete,theprecedingphrasesplaceanemphasisoncurricular specialization,choice,andmodeststructure—featuresthatareessentialto interestingacademicprograms.Incontrast,thephrase "smalllearning community" referstoallofthesethingsaswellasothers,suchasanemphasison studentsandlearningand,specifically,thedynamicandcooperativecharacterof theworkthatteachersandstudentsdo.Additionally,itreflectstheshifttoa curriculum,instruction,andcollaborationamongallcommunitymembersthat arestudent-centeredandhighlightsthevalueofautonomyandflexibilityin operatingwithinlarge,inflexibleeducationalbureaucracies.Thecorpusof knowledgethatnowservesasthefoundationforsmalllearningcommunity(SLC) practicehaschangedalongwiththedesignationsforsmallunitorganizations.This intricatesystemofcurriculum,instruction,andschoolorganizationnowneed empiricalsupportandaspecificationofpresentpractices.Whatparticular techniquesarerequiredofeducatorsinordertousetheSLCapproach?
SLCproceduresmustbespecifiedoneachofthethreedimensionsofcurriculum andteaching,schoolanddistrictaccommodations,andsmallunitstructuredueto twofundamentalecologicalrealitiesabouteducationalorganization.Curriculum,
instruction,andschoolorganizationareinterdependentactivitiesthat complementoneanotherinordertoachievetheintendedimpactonstudent learning.ThenationwidethemeofSLCprogramsis"smallisnotenough".Small sizefostersanenvironmentthatencouragesactiveandcollaborativestudent work.Smallness,though,isnotagoaluntoitself.Teacherswhoarenottrainedin orknowledgeableaboutcreativeteachingmethodsmightnotbeabletoimagine whatasmallcommunitywilllooklikeafteritisestablished.However,creative curriculaandteachingmethodsalonearealsoinsufficienttoimprovestudent learning.Commonplanningtime,aninterdisciplinaryteam,andthesizeofthe schoolcommunityarealsocrucial,asexplainedinthefollowingsection.
Despitetheirgeneralknowledgeofcurriculumandteaching,educatorsmay nonethelessundervaluethesignificanceoftheframeworkinwhichtheyoperate; consequently,theymayexaggeratethedegreetowhichstructuralchangeshave beenimplemented.Scholarsconsistentlydiscoverthatthestructuralcomponents ofSLCsarenotfullyimplemented.WhenanSLChashundredsofstudents, providesjustasmallnumberofcourses,ordoesnotadmitadiversestudent body,membersofmultidisciplinaryteamseitherdonotshareplanningtimeor onlyteachafewoftheirclassesthere.Teachersareunabletoreapthebenefitsof theirplannedcurriculumandinstructionalenhancementsbecauseofthese lackingstructuralcomponents.
Tocreatesmalllearningcommunities,significanttime,energy,andfinancial expendituresmustbemadeincurriculumandinstructionplanningaswellas professionaldevelopment.Theseinvestmentsquicklyevaporate,instructorsgrow pessimistic,andthebleakhistoryofschoolreformthatthefacultyofpractically everyhighschoolisfamiliarwithisrepeatedifimportantSLCorganizational mechanismsarenotputinplace.Fullyimplementingcurriculumandinstructional rearrangementrequiresthatthebroadersystemofwhichitisapartadaptaswell tothenewpractices.
ItisnotpossibletomerelyaddSLCstothecurrentschoolstructure.SLCsare constrainedinthreewaysbythewiderschooloperationsandstructures.First, SLCsfrequentlyfacecompetitionfromtraditionalbuilding-levelprocedures.Asa
result,SLCemployeesareunabletoparticipateinstudentsupportanddecisionmakingproceduresthatwouldoptimizetheirabilitytorespondtothe requirementsofstudents.Second,itisnotcost-effectivetorunboththenewand oldschoolorganizationmodelsatthesametime.FlankingSLCsrarelyobtainthe amountofpersonnel,supplies,andspacetheyneedtooperateattheirbestinan environmentwithalreadyinsufficientresources.Thistruthmaybeobscuredby grantsusedtocreateSLCs,butonlyuntilthefunds'expiration.Third,by continuingtoexist,practicesthatareinconflictwithorinoppositiontoSLC practicesconveythatSLCpracticesareanexceptiontobetterormoregeneral "laws"regulating education.
ThecontinuationofpreviouspracticessuggeststhatSLCsareonlyanoptionfor specifickids(suchaslow-achievingpupils,thosemakingthetransitiontohigh school,orthoseintheirlastyearsofhighschool)orthattheyareonlyfeasible underveryspecificfinancialcircumstances.ThenecessityofidentifyingkeySLC practicesintheareasofcurriculumandinstruction,schoolanddistrict accommodations,andsmallunitstructureisdictatedbythelinkagesbetween practicesonmanylevelsanddimensionsofeducationalorganization.Itwouldbe detrimentalifSLCsseemedtohavetoomanyrequirements,assomepeoplemay viewsuchdetaileddelineationasoverprescription.However,theviabilityand long-termupkeepofSLCsdependontheircompleteimplementation.Thebodyof researchonschoolreformsoverthelastfewdecadesclearlyindicatesthatschool reorganizationattemptsfailduetolackofimplementationratherthanaflawin themodelitself.
Therefore,it'scriticaltounderstandthatimplementingSLCsentailsmorethan justaddingnewschoolactivities;italsoentailsasignificantadjustmentanda schoolwidereorganization.ItisnotpossibletoimplementeverygoodSLC practiceallatonce,orevenwithinayearortwo.Similartodemocracy,education thatbenefitsallstudentsisanongoingendeavortoadvancepracticeby expandingandstrengtheningaverypromisingstrategy.Thebenefitofthoroughly identifyingkeySLCpracticescouldbethatitprovidesguidanceforfutureactions, ageneralpathtofollow,andmeansoffocusingattention.
TheSLCprocedureslistedinthefollowingsectionaretypicalofSLCsandhave beenshownviastudyandevidencetohaveapositiveimpactonstudent outcomes.Byestablishingaconnectionbetweenacollectionofgeneralmethods andfavorablestudentresults,thisbodyofresearchcontributestotheanswerof thequestionofwhatmakesforoptimalSLCpractice.Thestudyislimitedinits capacitytostatisticallyassesstheindependentimpactofindividual behavior on studentperformance.SLCpracticesareinterrelated,aspreviouslymentioned. Implementingpracticesinoneareaofaneducationalinstitutiondependson implementingothersinthesameandotherareas,andtheircombinedactionis probablywhathasasignificantimpact.Nevertheless,methodicalresearchand ongoingdevelopmentinitiativescanassistinidentifyingparticulartacticsthat bestimplementthegeneralpracticesthathavebeenidentifiedthusfar.
PositivestudentresultsareassociatedwiththefollowingSLCorganizational practices,accordingtoresearchandtheexperienceofhighlysuccessfullearning communities:
-TheSLCenrollsonlyafewhundredstudents.
Thereisstrongevidencefromdecadesofstudiesonschoolsizethatsmallhigh schoolsaremorefrequentlylinkedtopositivestudentresultsthanlargeones.ue tothefactthatstudentsaremorelikelytoattend,participateinschoolactivities, anddropoutlessfrequently,smallhighschoolsclearlyhavehigherholding power.Studentdisruptionandviolencearelowerinsmallhighschools.
Althoughtheresultsforsmallschoolsaremoremixedthanthoseforlargeones, tinyhighschoolsarelikewiselinkedtohigheracademicaccomplishmentthan largeones,eveniftheyofferamorelimitedrangeofcurricularofferings.Small highschoolsarenotonlylinkedtohigheraccomplishmentthanlargeschools,but alsotogreaterequityinachievement,accordingtorecent,accuratestudythat canseparatetheimpactofsizefromtheimpactsofotherfactorsthatchange withschoolsize.Inotherwords,smallhighschoolstendtolessenthe achievementgapthatistypicallyobservedamongstudentsofparticular nationalities.
However,whatistheidealSLCsize?Thisisundoubtedlyoneofthemainconcerns whencreatingSLCs.Accordingtoonestudy,atargetsizeof600issuitablefor highschoolsratherthanSLCs.However,thisfindingonlyappliestoinstitutions thatuseatraditionalcurriculumandstructureforeducation.Sinceitisimpossible forteacherstoknoweventhenamesofmorethan500kids,italsogoesagainsta fundamentaltenetofSLCs,whichisthateveryoneinthecommunityknowsone another.Schoolswith200–400pupilsarerecommendedastheidealsizebysmall learningcommunitypractice.Asfewas100studentsattendsomeofthemost prosperousSLCs.Teachersareabletolearnaboutstudents'needsandinterests andrespondtotheirworkonafrequentbasisinapersonalizedmanner.
-Atleastonehalf-dayofthestudents'instructionaldayiscoveredbytheSLC.
Advocatesforsmallschoolscontendthatinordertoprovideteacherswiththe levelofindependenceandflexibilitytheyrequiretorespondtochildren,the entireschooldaymustbeplannedwithintheirSLC.AccordingtostudiesonhalfdaySLCs,students'academicperformanceandsenseofcommunityarepositively impacted.Thehalf-dayschedulealwaysincludesclassesinthefourmain academicsubjects.Incontrasttostudentsinall-dayunits,studentsinhalf-day unitswereevaluatedinrelationtothoseinnounitorunitsstructuredaroundjust oneortwoclasses.Asaresult,itisimpossibletopredicthowmuchmore powerfulanall-dayarrangementmaybe.Researchandpracticeboth demonstratethatstudentswhotaketwo-courseblocks,suchthelanguage arts/socialstudies blockcommonlyseeninhighschools,recordlittletonosense ofcommunity.Additionally,theimpactofSLCclassesislessenedwhentheyare dividedintohalf-dayequivalentclassesforclassesoutsideoftheSLCcommunity.
-AtleasttwoyearsofstudyareincludedintheSLC.
Thefouryearsofsecondaryschoolarecoveredbysmalllearningcommunities thathaveachievednationalrecognitionbasedontheachievementsoftheir pupils.SLCsthatspanatleasttwoyearsofstudyaretypicalofwell-knownhigh schoolreformmodels.Asstudentsaremorelikelytolearnwhennewmaterials buildontheirpastknowledge,theacademicprogram'scross-gradecoherence maybeareasonforthisachievement.Furthermore,whenteachersdesign
academicassignmentsthatarejustalittlebitabovetheirstudents'proficiency level,studentsaremoreinclinedtostudy.TeachersinmultiyearSLCscan influencestudents'subsequentlearningexperiencesbyusingtheinformation theylearnabouttheminasingleyear.TheseeffectivemultiyearSLCsmayalso fosterrelationshipsbetweenyoungerstudentsandolder,morecapablepeerrole models,whichhasbeendemonstratedtoimprovelearning.
Smallunitorganizationslimitedtotheninthgrade,suchasthoseaimedat facilitatingkids'transitiontohighschool,hadgoodbutminorbenefitson students'academicachievements.Theresearcherscametotheconclusionthat moreextensiveinterventionwasnecessary.Thismodelincludesadistinct transitionyearunitthatisbrokenintosmallergroupsandacarefullycreated curriculum.Itcombinesaninth-gradesuccessacademywithcareeracademiesfor grades10through12.Underthis strategy,ninthgraderswerepromotedat higherratesthanpriortotheacademy'simplementationandpassedstateexams insomesubjects.
Otherstudies,however,indicatethatcontinuingSLCsforgrades9through12 wouldbemorebeneficial.Researcherswhocomparedninthgradersinasuccess academywiththoseinasimilarschooldividedintoSLCsforgradesninethrough twelvefoundthatninthgradersintheSLCsvaluedupper-levelstudentsfor "settingexamples"and"showingusaround,"whilestudentsinthesuccess academydetestedbeingseparatedfromtheadvancedstudents.Furthermore, comparedtoninth-totwelfth-gradeSLCs,whereteachersalsotaughtstudentsat othergradelevelsandtookprideinwatchingtheirpupilsgrowintograduating seniors,highteacherturnoverrateswereapersistentissueintheninth-grade successschool.TheshifttoadvancedSLCsisdelayeduntilstudentsreachthe eleventhgradeatschoolsthatoffercareerroutesorthemedinitial9th–10th gradeandadvanced11th–12thgradeSLCs.Teachersinthesetwo-yearSLCscan stillemployupper-gradestudentsasrolemodelsandbuildontheirprior understandingofthekidsfromyeartoyear(ratherthanhavingtostartoverwith everynewclassofstudents).Additionally,studentshavemoreoptionsand exploringopportunitiesthankstothetwosetsofSLCs—initialandadvanced.
StudentsmovinguptohigherlevelSLCsofsomekindinsteadofattending conventionallystructuredschoolsisessentialtotheSLC'ssuccessandto increasedstudentachievement.Iftheuppergradesarenotreorganized,students andotherstakeholderscaneasilydeducethatschooladministratorsdonot believethatSLCsareamoreeffectiveeducationalmodelsuitableforadvanced studentsandthosewithspecialneeds.Inthesesituations,lower-gradeSLCs frequentlyexperienceincompleteimplementationaswell.
-Teachersininterdisciplinaryteamshavestudentsincommon.
Eventinyschoolsthataretraditionallystructuredfollowacurriculum-centered approach,allocatingteachersandstudentstocertainsubjectareas.Amore student-centeredapproachtoeducationiscreatedbytheSLC,whichgroups teachers—onefromeachmajorsubjectarea—intoaninterdisciplinaryteam thatsharespupils.Coordinationofeducationandstudentsupportacrosscore coursesismadepossiblebythesemultidisciplinaryteams.Accordingtostudieson learningandcognitivedevelopment,academicprogramsthatarecoherentenable studentstomodifytheirpriorinformationasneededandincorporatenew understandingsintotheirexisting knowledge.Studentswhoparticipatein coherentprogramsfrequentlygetthechancetopracticeandapplytheir knowledgeandabilitiesinnovelsettings.Inordertoestablishprogram coherence,cross-gradeandcross-classteamsarecrucial.Comparedtotypical schools,researchersfindthatSLCsexhibitmoremultidisciplinarycollaboration andconsensusandinstructionalleadership,includingprogramcoordination.
-IntheSLC,teammembersteachmorethanhalfofthestudents.
Teachersinthemosteffectivelearningcommunitiesteachallorthemajorityof theirclasseswithintheirSLC.TeachersriskundervaluingtheirSLC'scollaborative requirementsiftheysplittheirtimebetweentheirSLCandclassesoutsideofit.In additiontoteacherpreparation,successfulSLCssetasidetimeonaregularbasis forcurriculumplanning,studentcounseling,andteamworkonpracticeissues.
TeachersandSLCwithonly100students,dedicateanaverageof8.5hoursper weektononinstructionalwork,whichincludesonehourforstudentadvising,2.5
hourseverytwoweeksforcurriculumplanning,andthreehoursforstaff meetings.Inpractice,itischallengingforeducatorstodevotethismuchtimeto anSLCwhenitisnottheirmainresponsibility.Additionally,schedulingcommon planningtimewithSLCteammembersbecomesincreasinglychallengingthemore classesSLCteachersteachoutsideoftheirSLCs.
-PlanningtimeissharedbytheSLCteam.
Collaborationbetweenmembersofaninterdisciplinaryteamisfacilitatedby sharedplanningtime.Commonplanningtimeisoftenidentifiedbyresearchasa characteristicofeffectiveteamworkandacademicprogramsassociatedwith favorablestudentresults.ThisisanalmostconstantitemonshortlistsofSLC practicesrequiredtokeepanemphasisoninstructionalimprovements.Onelatestartorearly-releasedayperweek,ablockoftimeduringwhichstudentsleave schooltocompletecommunity-basedserviceorstudy,orsharedteacher preparationperiodsduringtheschooldayareexamplesofcommonplanningtime amongeffectiveSLCs.However,sharedplanningtimedoesnotequateto better instructionandlearning. Inordertoimproveprogramcoherenceandacademic challenge,teamsmustusethistimetopreparecurriculumandinstructionaswell assolveproblems.
-SLCscollaboratewithcommunitystakeholdersandparents.
TheSLCconceptofteachingandlearningisbasedontheideathatthebest learninghappenswhenparents,communitypartners,teachers,andstudentsget toknowoneanotherandarecommittedtotheschool'smission.Teachersin successfulSLCsbuildawidenetworkofthesecooperativerelationships.The extensivenetworkofcollaborationhelpsteachersbetterunderstandthelearning requirementsoftheirpupilsaswellashowtoimprovethecoherenceand genuinenessoftheireducationalexperiences.Programcoherenceandimproved studentaccomplishmentdependonparentsworkingtogethertocommunicate expectationsandlearningstrategiesconsistently.Teacherscanpursueauthentic, community-basededucationbyworkingwithcommunitypartners.Thisincludes havingoutsideexpertsexaminestudentwork.Teachers'reflectiononpractice
andongoingprogramimprovementalsoheavilydependsontheinvolvementof parents,students,andcommunitypartners.
-TheSLChasenoughbuildingspacetoestablishafoundationforcooperation.
NumerousstudieshaveshownthatimportantSLCfunctionsdependonthe interdisciplinaryteam'sclassroomsbeingphysicallyclosetooneanother.Being physicallyclosetoteachers'classroomsencouragesinteractionbetweenteachers andstudents,fostersteachercollaboration,andaidsinthedevelopmentofa distinctidentityandsenseofcommunityamongparticipants.Asinglelarge classroomorapairofnearbyclassroomsmaybesufficientforsmalllearning communities.Butunderthisstructure,studentidentificationwiththeirSLCand teachercollaborationareprobablygoingtosuffer.Lackofschool-wide commitmenttoSLCsandthenecessityofmakingdifficultchangestomaximize theiroperationmayalsobereflectedintheinabilitytoprovideasuitable location.It'sconceivablethatotherSLCstandardswillbebreached.SLCsthat offeraplaceforteaminstructorsandtheirstudentstosocializebeforeandafter class,ontheotherhand,fosterasenseof community andmakeitevidentthat teachersvaluetheirpupils.Studentslearnthataschoolcanbebotheducational andpersonal.
-Studentandinstructorchoicedeterminesentrancetosmalllearning communities.
AccordingtoresearchandSLCpractice,aself-selectedmembershipthatis dedicatedtotheorganization'sdistinctemphasisormissioniscrucialtotheSLC's success.Astudent-centeredapproachtoeducationiscompatiblewithallowing studentstoselecttheirownSLC.Evenintypicalschools,studentshavethe freedomtomatchtheirinterestswiththecoursestheytake,butthisfreedomis eliminatedwhenrandomassignmentoradmissionscriteriaareusedtodecide SLCmembership.However,programconsistencyandasenseofcommunityare sacrificedintraditionalschoolstoprovidechoiceincurriculumofferings.Ifnotat thecourselevel,SLCscanofferoptionsattheprogramlevel.Iftheyhaveenough flexibility,theycanalsoofferawiderangeofoptionswithintheprogram.
InformingmiddleschoolstudentsabouthighschoolSLCprogramsisatoppriority whenitcomestostudents'choiceofSLCs.Additionally,studentchoicepushes educatorstocreateasuiteofSLCprogramsthatcatertostudents'interestswhile providingequalopportunityforsuccessandchallenges.Thebenefitsofteachers overcomingtheseobstaclesseemtoincludemoreknowledgeableandcapable pupilsaswellasstronglearningcommunitieswhereparticipantscanexploretheir interestswithlike-mindedclassmatesandteachers.
ResearcherscomparedstudentswhoselectedanSLCbasedoncurriculumtheme withthosewhowereassignedatrandominastudyofhighschoolsdividedinto SLCs.Intwostudies,schoolswhoseSLCswerestructuredonjobinterestsand curriculumthemes,incomingstudentsstatedthattheychosedifferentSLCsthan theirbestfriendsandmetpeopletheywouldnothaveotherwisemet.Basedon similarlearninginterestsandapproaches,studentsattheseschoolsformed positiveidentitieswithSLCteachersandpeers.Studentsinathirdstudyfoundit difficulttoovercometheirteachers'unfavorableopinionsaboutfirst-year studentsandtosetthemselvesapartfromlessseriouspeersintransition-year unitstowhichtheywereassignedatrandom.
-Studentsfromavarietyofbackgroundsaredrawntosmalllearning communities.
Curriculumandinstructionalprogramsthatcatertoavarietyofstudent demographicsarethefoundationofsuccessfulSLCs.Intentionallyor inadvertently,SLCprogramsmaydrawinhighorpoorachievers,whichcouldlead toconflictswithinSLCsandthelong-terminstabilityofsmallunitorganization. Accordingtothestudiesdiscussedintheprecedingsection,small-unit organizationscandrawstudentsbasedontheircommoninterestintheSLC's subjectandbuildcommunitiesofsociallydiversestudents.However,thiseffectis notpresentinallSLCoffers.Researchersalsocontrastedstudentsinschoolswith SLCsstructuredaroundcurriculumemphaseswithstudentsinafourthschool whoseSLCswerestructuredaccordingtodifferentpedagogicalphilosophies (e.g., cooperativelearning) inthestudymentionedabove.Pupilsinpedagogically structuredSLCstendedtoselectanSLCbasedontherecommendationsoftheir
friendsandtheirparentsregardingtheSLCs'efficacyanddegreeofdifficulty.
TheseSLCscametobeassociatedwithcomparativelyhomogeneousstudent populationsintermsofgender,socialclass,ethnicity,andacademicgoals.Small learningcommunitiesbuiltaroundcurriculumthemesarenotimmunetodrawing instudentpopulationswhoareintellectuallyorsociallyhomogeneous.Schools insideschools,particularlythosewith scientificandmath themes,tendedtodraw studentswhoperformedbetterthanthoseinthehostschool'sregularclasses.It iscrucialthatSLCstaffmembersareabletoholdallstudentstohighacademic standardsandprovidethemanequitablechanceatsuccess.Assigningstudentsto SLCsatrandomdoesnotguaranteeequalopportunitiesandstandards,nordoes itproducethesamelevelofstudentengagementanddriveascurriculartopics.
Thefollowingdistrictandschoolaccommodationsarelinkedtomoresuccessful SLCs,accordingtoresearchanddocumentationofsuccessfulSLCs: -WithinanSLC,schooladministratorshavespecificresponsibilities.
ThenotionthatSLCstaffmembersarebetterequippedtoaddresstheneedsof theirstudentsthancentralizedstaffmembersissupportedbytheassignmentof administratorstoSLCs.StaffmembersatSLCareabletomakeconsistent interventionsthroughouttheirstudents'classrooms,havequickeraccess,and knowtheirstudentsbetter.SLCteamsfreeupcentralizedstaffmembersto assumeteachingandinstructionalleadershipresponsibilitiesinsideSLCstothe degreethattheyattendtotheneedsoftheirstudents.StudentsinSLCshave accesstoawiderrangeofacademichelpandknowledgethanksto administrators'involvement,whichalsolowersstudent-teacherratios.Their involvementinagivenSLCnotonlystrengthensitbutalsoaidsinchanging conventionalschoolinstitutionsthatcompetewithSLCsforresourcesand decision-makingauthority.EvenprincipalsplayacrucialpartinanSLCteamin schoolsthathaveeffectivelyadoptedSLCsonaschool-widelevel,takingon supervisoryandinstructionalresponsibilitiesinadditiontotheiradministrative duties.
-CounselingstaffmembersareassignedtospecificSLCs.
InordertocollaboratecloselywithSLCteamsinmeetingtheneedsofkids,school counselorsareallocatedtospecificSLCs.Teachersandcounselorsaremorelikely tointervenewithpupilsinaconsistentandknowledgeablemannerwhentheydo this.SuccessfulSLCstaffmembersengagewithstudentsinavarietyofcapacities andsettings,suchasinstructor,adviser,studentadmissionscoordinator,andso forth.Inthesesettings,counselorsassistteachersinplanningparentconferences, studentadvisories,andgroupprojectsintheclassroominadditiontoproviding studentcounseling.Theydothisbyusingtheirindividualandgroupprocess abilities.IntheSLC,counselorswhoholdateachingcertificationmayalso instruct.
-RemedialexpertsandspecialeducatorshaveparticularSLCtasks.
AssignedtoSLCs,teachingspecialists—includingspecialeducationstaff members—cooperatecloselywithteacherteamstoplanandexecuteinstruction andprovidestudentsupport.Theconventionaleducationalpracticeofattending tostudents'learningrequirementsindistinct,specializedcontextsoutsideof regularclassesisreplacedbytheintegrationofspecialistswithteachingteams. Withtheirexpandedareasofexpertise,integratedteamscollaboratewith inclusive classrooms toofferconsistenteducationalinterventions,steerclearof derogatorystudentlabels,andprovidespecialeducationkidswiththesame optionsasregularchildren.Thesemethodsareinlinewiththeobjectiveof meetingstudents'needsintheleastrestrictivesettingpossible,aswellas communalschoolorganizationandspecialeducationinclusion.
Sadly,specialeducationchildrenhavenotalwaysbeenincludedbySLCs.Although excludingspecialeducationstudentsfromSLCswouldappeartoreducethe workloadforteachers,itreallykeepsoutspecialeducatorswhopossessthe pedagogicalknow-howrequiredtosupportcontentareaspecialistsinbroadening theirteachingapproaches.Nonetheless,thereiswidespreadagreementthata fundamentaltoeducationalefficiencyistheapplicationofavarietyof instructionalmethodologies.
-TheobjectivesoftheacademicdepartmentsmatchthoseofSLC.
Theobjectivesofacademicdepartmentsshouldencouragethemultidisciplinary collaborationofSLCs.Instructionalleadershipmustprioritizeaccommodating multidisciplinaryneedsandteaching philosophies acrosstheentireschool.Itis possibleforinterdisciplinarySLCteamstocollaboratewithacademicdisciplinebasedteamsthatsupportotherschoolunits.Bothaccomplishsignificantgoals. Planningaccordingtodisciplinehelpsguaranteethatmultidisciplinaryprograms areinconformitywithcontentrequirementsandincludecrucialdiscipline-based knowledgeandabilities.Accordingtoexpertsincurriculumintegration(suchas project-basedlearning),academicfieldsarenotrivalsbutratherthesourcesof inspirationforinterdisciplinaryprograms.However,inpractice,thepresenceof bothacademicdiscipline-basedandSLC-basedteamsmayleadtocompetitionfor availableplanningtimeandreformpriorities.SLCteamstypicallydivergefromthe pacingandcontentofstandardized,discipline-basedcurriculumintheirpursuitof creatingauthenticcurriculasincetheybringtogetherteachersfrommany academicdisciplineswhomayhavediversepedagogicalpreferences.Largeblocks ofplanningtimearealsonecessaryforthecurriculumdevelopmentworkdoneby SLCteams;however,departmentalandschool-widestaffmeetingsmustalsobe includedinthisperiod.AkeycomponentofSLCimplementationistheway instructionalleadershandlethesedisputes,whichreflectstheschool'sdedication toSLCandstudent-centeredpractice.
-StaffinglevelsandclassschedulesaremodifiedtoallowSLCteamstocreatenew creativecurriculaandinstructionalinitiatives.
ToenableSLCteamstoexecutecreativecurriculumandinstructionprograms, schoolswithsuccessfulSLCsadjustedpersonnelandclassscheduling.These programsemployavarietyoftacticstoincreasetheamountofinstructionaltime teamsspendwithstudentsanddecreasethenumberofstudentsthatteams teach.Withfewerstudentsandmoreinstructionaltime,teamsmaybetterattend totheneedsofeachindividualstudentandpursueprojectandcommunity-based learning,whichcallsforsignificanttimecommitments.Topreventcostincreases, innovativeSLCprogramsrequirechangesinbuilding-levelstaffingandclass schedulingstrategies.Thesechangesincluderecruitingdual-certifiedinstructors, integratingdistinctremedialprogramsintocoresubjecteducation,increasing
teacherplanningtime,andminimizingnoninstructionaltimeinordertodevote moretimetoteaching.Tohelporganizereadingacrossthecurriculumandteach coresubjects,staffmembersincertainschoolschosetoassignreadingspecialists toSLCteamsandintegrateseparatereadingclassesintoregularcoresubject classes.Eachofthefourcorecoursesnowreceivesadditionaltrainingeachweek inplaceofthesmallerreadingclasses.Teammembersreducedthenumberof studentstheyworkedwithbyteachingfourclassesofstudentsforthesame numberofinstructionaltimesasopposedtofive.SLCteammembersadopting project-basedlearningweregivenaprojectperiodtoteachinplaceofasixth classofpupilsinaschoolwithoutfederalsupport.Theyextendedclasstimein theirprimarytopictoworkonprojectsduringtheprojectperiod.Administrators increasedpersonnelintheseareasbyreclaimingsomestaffmembers' noninstructionaltimebecauseeachSLCteachertaughtonefewercoretopicclass. Onesmallschool'steachersworkedonlywith100pupilsinanotherschoolthat hadundergonetransformation.Toreducethestudent-teacherratio,eachstaff memberteachesanddoesseveraltasks.
Anotherwayforinstructorstolowerthetotalnumberofstudentstheyteachisby allowingthemtoteachthesamepupilsacrossclassesthroughdualcertification, whichsomeAmericanteacherspossess.
-ToimprovestudentchoiceandacademicchallengeacrossallprogramsandSLCs, dropoutprogramsandmonitoredcourseshavebeenmodified.
Inordertomakestudentchoiceandacademicchallengereal,sustainableSLC educationaltechniques,schoolsthatimplementSLCsconcurrentlyrestructure academictracksanddropoutprograms.TheSLCfindsitselfinavulnerable positionifprogramsandtracksarenotmodified.SLCsformadefactotracktothe degreethattheycoexistwithmonitoredanddropoutprograms.Forintellectual challenge,parents,instructors,andstudentsturnto higheracademictrack courses; forremediationandsocializing,theyturntodropoutprograms;andfor somethinginbetween,theyturntoSLCs.Inthesesituations,programselectionis influencedmorebystudentspastacademicperformancethanbytheirgenuine curricularinterests.Whenprogramsentailassessmentsofstudents'abilities,itis
challengingforbothteachersandstudentstopursuehighacademicstandards. Accordingtoresearch,whitemiddle-classpupilsaremorefrequentlylinkedto highacademictracksthanlower-class,ethnicminoritystudents.Thesesocialclass differencesandtheshortcomingsofremedialprogramsarereplicatedbySLCs thatfunctionasdefactotracks.Asaresult,trackedcoursesanddropout programsneedtoprovidestudentswithoptionsandunique,substantialprogram offerings.
ThepracticeofadhocandflexiblestudentgroupingwithinSLCsisnotprecluded bytherequirementforschool-levelde-tracking.WithintheSLC'selectiveoffers,a numberofSLCmodelsincluderemedialoptions.
-TheobjectivesandneedsofSLCareinlinewiththegoalsofschool improvement.
Theobjectivesandmethodsofaschool'simprovementmustalignwiththe proceduresandareasinneedofdevelopmentofitsSLCs.Thefullandfaithful executionofanyonepromisingreformishamperedbyanumberofotherschool goalsandimprovements.Anewreformideafrequentlyarisesandfractures previousreforminitiatives,progresspastthefirststageofimplementation. Successfulstudentoutcomesaremorelikelytoresultfromschoolreform initiativesthatincorporateconsistent,well-thought-outtactics.
-Schoolgovernancestructuresincluderepresentationfromsmalllearning communities.
Fairrepresentationonbuilding-leveldecision-makingbodiesisadefining characteristicofsuccessfulSLCs.Althoughrepresentativesofothergroups,such asacademicdisciplinesandspecialeducation,maybeincludedongovernance councilsintheschoolswheretheseSLCsarelocated,thepercentageofSLC representativesonthesecouncilsshouldbeinlinewiththeSLCs'standingasthe mainorganizationalunit.
-SLCneedsaremetviastaff planninganddevelopment arrangementsmadeby thedistrictandschools.
Aconsistentdedicationtofosteringcapacityandagreementamongeducators, parents,andadministratorsforputtingthefundamentalSLCpracticesintoreality shouldbereflectedintheprofessionaldevelopmentofferingsofschoolsand districts. Professionaldevelopment isnecessaryasatooltoestablishacohesive frameworkforschoolreformeffortssincemanyschoolimprovementprograms oftenfollowdistinctpathswithshakyconnectionstoteacherpractice.Inorderto implementacohesivevisionofSLCpractice,professionaldevelopmentshouldbe createdtosupportinstructorsinfortifyingthelinksbetweentheirinitiativesto createmoreauthenticandengagingcurricula,enhancestudentperformance standards,andfostercommunity.
CurricularandInstructionalpractices
PositivestudentoutcomesarelinkedtotheSLCcurriculumandinstructional strategieslistedbelow:
-TheSLCprovidesagenuineeducationalprogram.
Acurriculumthathaspersonalvalueforstudentsandrelevancetotheworld outsideofschoolisadefiningcharacteristicofeffectiveSLCs.Toprovidestudents withopportunitytoinvestigatesubjectsinreal-worldsettingsthatarenot constrainedbyacademicfieldborders,coursesattheveryleastincorporate interdisciplinarycontent.Coursesaremeaningfullyconnectedthrough interdisciplinaryinquiry,professionalinterests,andcurriculumtopics.Inaddition tocombiningclassicalstudieswithmulticulturalcontentandstudents'personal livesandinterests,thecoursesincorporatecollegeandcareerpreparation. Teacherscreatecoursesbasedonreal-worldworkincollaborationwith communitypartners.
-ThecurriculumattheSLCisdemandingandbasedonstandards.
Akeycomponentofallcontemporarysignificantschoolreformprojects,including thesmallschools/SLCmovement,isholdingallchildrentohighstandardsinorder topromoteeducationalequity,accesstopostsecondaryeducationand employment,removingacademictracksandcoursesthatdilutethecontent,and offeringsupportadequatetoallowallstudentstoaccessthecorecurriculum.
-Teamsofteachersactivelyworktogethertodevelopcurricula,teach,and monitorstudentprogress.
TheeffectivenessofSLCsisinfluencedbysmalllearningcommunityteamswho activelydiscussandplancurriculumandinstructionchanges,troubleshoot studentachievement,andspendcommonpreparationtime.Regular collaborationseemstobemoreimportantforsuccessfulSLCsthanexceptional individuals.Collegialcommunicationamongteammembershelpstoincreasethe rangeofperspectivesanddepthofanalysisoftheeducationalissuesthey encounter.Bybroadeningeachmember'steachingrepertoireandinteracting withnewteammembers,exchangingideasandevaluatingoneanother'swork facilitateseffectiveprofessionaldevelopment.
Asenseofsharedaccountabilityfortheperformanceoftheirpupilsisalso fosteredbyteammembers'participation.Comparedtoteachersintraditional schools,teamsthatcouldcoordinatetheireffortsacrossdisciplinesandgrade levelsfeltmoreeffectiveanddedicatedtothecontinuouslearningoftheirpupils.
-Active,genuine,student-centeredworkisdone,includingworkingwithpartners inthecommunity.
IneffectiveSLCs,studentsactivelyinvestigatesubjects,issues,andqueriesand generategenuineexamplesoftheirunderstanding.StudentsatSLCactively participateintheplanningandexecutionofacademicassignments.Teacherscan usethemtofindtopicstostudy,researchquestions,bookstoread,andwaysto showwhattheyknowandunderstand.Theyexpressandrefinetheirideasboth individuallyandcollectivelythroughclassdiscussions.
Theycollaboratewithpeoplewhohavegenuineexpertiseinthetopicareabeing studiedbothwithinandoutsideofclassrooms.Project-basedlearning,whichis commonlyusedbySLCstudents,callsforthemtogatherandevaluatedata, supporttheirconclusions,andpresenttheirfindingsin-depthbothorallyandin writing.Researchindicatesthathigherstudentaccomplishmentisassociatedwith studentworkthatincorporatesthisactivemodeofknowledgeacquisition.
-Teamsutilizetimeandspacecreativelyandadaptablytoaccommodatethe needsofeverystudent.
Teachersadapttheirlessonstomeettherequirementsoftheirstudentsinpartby makingthemostoftheirallottedinstructionaltime.Studentsattraditional schoolsareusuallyrequiredtorepeatclassesortakepartinseparateremedial coursesorprogramsiftheyareunabletomasterthecurriculumwithinthe allocatedperiod.Teacherscanadapttheir lessons totheneedsoftheirstudents accordingtotheSLCstructure.Toincreasepathwaystomastery,teamscanmix learningactivities,groupstudentsforspecializedinstructionwithintheteam,and modifyinstructionaltimeasnecessary.SLCteamscreateandoffertherequired assistance.Insteadofsendingkidstoteacherswhodon'tfullyunderstandthemor havethenecessarybackgroundinformationtodelivereducationinacoherent manner,theteamsassumeresponsibilityforattendingtoalloftheirstudents' needs.
-Teachersworkwithparentsandofferguidanceandmentoringtopupils. Inordertotroubleshoottheiracademicprogressandtofurtherpersonalize teachingandlearning,eachteacherinasuccessfulSLCregularlyandcontinuously mentorsasmallgroupofstudents.Advisoriesmeetonceadayoronceaweek, withteacher-to-studentratiosvaryingfrom1:25to1:10.Teachersspeakwith studentsonbothacademicandpersonalmattersthataffectthem(suchasrules, graduationrequirements,orchallengestheyarefacing)andgetintouchwith parentsasnecessary.
-Teamsworkwithstakeholdersandotherimportantfriendstocontinuously improvetheirpractices.
Accordingtoresearch,instructorsmustparticipateinanongoing,inclusive processofimprovementifSLCsaretofulfilltheirpotential.Regularteacher reflectiononpractice,whichincludesreviewingstudentworkandgathering feedbackfromstakeholders,isnecessaryforongoingattemptstoenhance practice.Additionally,educatorsinSLCswhoexhibitaninterestinlearninganda spiritofinquirycontributetothedevelopmentofacommunity-widemodus
operandi.Students'replicationofsuchengagementinseeingissues, shortcomings,andpotentialsolutionshelpstheseteachersthinkofwaysto enhancetheirpractice.Inordertoimprovepractice,itisalsonecessarytotake intoaccounttheopinionsofparents,administrators,othereducators,and universityresearchers,whoseexternalviewpointsmightextendthoseofSLC instructors.SLCteachersmustprovidestakeholderswithsufficientinformation, particularlyaccesstoclassroomsandstudentwork,inordertoengage stakeholdersinameaningfulmanner.Inparticular,universitypartnersand stakeholderscanassistincreatingstudentdatathatcanbeusedtoobjectively evaluateimprovementsovertime.
-Teamsestablishandworktowardprofessionaldevelopmentobjectivesthat alignwiththedemandsofSLCimprovement.
Tofurthertheirmissionandparticularimprovementobjectives,smalllearning communityteamsfindandcreateprofessionaldevelopmentopportunities. Althoughtheteamstakeadvantageofbothinternalandexternalprofessional developmentopportunities,theymostlyorganizecolleagueexchangestoimprove professionalabilities.Inanyscenario,whatsetsSLCinstructorsapartistheirown recognitionofthespecifictypeofprofessionaldevelopmenttheyrequire. Becauseofthis,SLCteachersarebetterabletounderstandhowprofessional developmentalignswiththeirplansandgoalsandhowtheywillapplynewly acquiredknowledgeandabilitiesthantraditionalteachers.
Conclusion
Asofrightnow,theoryandresearchhaveshedlightonwhatmakessmall learningcommunitiesuniqueandwhetherornottheyactuallyraisestudent accomplishmentaspredicted.However,characteristicsandoutcomesdon't explainwhatmakessmalllearningcommunitiesfundamentalintermsofpractical methodsthatimprovestudents'learning.Whatdoesitmeantogiveschools characteristicsthatdefineSLC,suchaccountability,teachersupport,autonomy, identity,and personalization?Thisstudyaimstopinpointthespecificbehaviors linkedtothebeneficialimpactsofsmalllearningcommunitiesonstudents. Additionally,itaimstoarrangetheseresearch-basedpracticesinawaythat
highlightstheinterdependenciesbetweenthemaswellastherequirementthat SLCcurriculumandinstructionbeisomorphicwithSLCstructureandschooland district-levelpractices.
Smalllearningcommunityreformsmaybecomeclearerandmoreintricateasa resultoftheseattemptstodefineresearch-basedSLCpractices.Althoughitoffers morespecificdirection,givingreformsmorespecificitycouldjeopardize practitioners'spiritoflocalinventiveness.However,itiscrucialtounderstand thattheresearch-basedpracticesmentionedinthispaperaremerelyabstractions oftheparticularpracticetypesthatarebeingusedintheschoolsunder investigation.Giventheschool'sdistinctadvantages,background,and personality,itisconceivablethatthepeculiaritiesoflocalpracticecontributeto itssuccess.Justasindividualizedandidentity-bestowingmethodsinsideSLCs contributetostudents'achievement,personalizationandlocalidentitymaybe crucialtotheimplementationandimpactofSLCreforms.
MeganWilson isateacher,lifestrategist,successfulentrepreneur,inspirational keynotespeakerandfounderof https://Ebookscheaper.com.Meganchampions aradicalrethinkofourschoolsystems;shecallsoneducatorstoteachboth intuitionandlogictocultivatecreativityandcreateboldthinkers.
Source:
https://ebookscheaper.com/the-study-on-small-schools-and-small-learningcommunities/