The faces behind the numbers: pathways for strengthening student learning progress and recovery by engaging in continuous improvement

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Preventing School Failure Pub Date : 2023-05-10 DOI:10.1080/1045988X.2023.2204835

Kathleen Oropallo, Angela M. Bush, E. Bemiss

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Abstract

Abstract This article delineates the success of a leadership plan that one middle school in Center Point, Alabama implemented as a response to a Comprehensive School Improvement (CSI) designation due to performing in the bottom 5% of all middle schools across the state. School leadership, in partnership with coaching from Studer Education, worked tirelessly to improve school culture and engage in continuous improvement to benefit student achievement. Prioritizing student-centered practices and learning progression allowed leaders to identify barriers to student progress and shifted the focus away from isolated performance. Drawing on three effective execution practices (individual accountability, reliability, and consistency) aided in the middle school’s ability to utilize transparent data to implement strategic continuous improvement. Moreover, leadership partnered with the school community and launched mentoring programs designed to support students with varying social and academic needs. This school’s commitment to continuous improvement speaks to the transformation the school achieved during and post-pandemic.

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数字背后的面孔:通过参与持续改进来加强学生学习进步和恢复的途径

摘要本文描述了阿拉巴马州Center Point的一所中学实施的领导力计划的成功，该计划是对学校综合改善（CSI）指定的回应，因为该计划在全州所有中学中表现垫底的5%。学校领导层与Studer Education的教练合作，不懈努力改善学校文化，并不断改进，以利于学生取得成绩。优先考虑以学生为中心的实践和学习进展，使领导者能够识别学生进步的障碍，并将重点从孤立的表现上转移开。借鉴三种有效的执行实践（个人问责制、可靠性和一致性），有助于中学利用透明数据实施战略持续改进的能力。此外，领导层与学校社区合作，启动了旨在支持有不同社会和学术需求的学生的辅导计划。这所学校对持续改进的承诺表明了学校在疫情期间和疫情后所实现的转变。

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.