ERIC Number: ED276116
Record Type: RIE
Publication Date: 1984-Aug
Reference Count: 0
Improving Public Schools within Existing Resources.
This paper demonstrates how educators can improve student learning, increase resources available to schools, and make the teaching profession more attractive without spending additional tax funds. Section 1, "The School as Community Center," analyzes sharing school facilities with community organizations and easing fiscal constraints through cost-sharing. "Attracting and Retaining the Best Teachers," section 2, calls for a multifaceted strategy, including measures to improve teacher morale and the creation of nontraditional teaching opportunities. Credentialing should be changed to attract unusually qualified people, even if only for temporary assignments. Contracting for specialized instructional services should be a common practice. Schools could cooperate with local industry to recruit outstanding teachers. Section 3, "Reducing the Number of Administrators," discusses the growth of administrators as a percentage of public school personnel. School performance improves if resources are redirected away from administration and into the instructional program. Section 4, "More Challenging Homework," challenges teachers to treat homework as an integral part of curriculum. Without cost, educational effectiveness is achieved if homework is relevant to students' community life and is organized into group projects. References are included in each of the document's four sections. (CJH)
Descriptors: Administrative Change, Administrators, Community Centers, Contract Salaries, Cooperative Planning, Cost Effectiveness, Curriculum Development, Educational Improvement, Efficiency, Elementary Secondary Education, Homework, Public Schools, Reduction in Force, School Business Relationship, School Community Relationship, School Effectiveness, School Personnel, Shared Facilities, Shared Resources and Services, Teacher Certification, Teacher Morale, Teacher Recruitment
Publication Type: Guides - Non-Classroom; Reports - Evaluative
Education Level: N/A
Audience: Practitioners; Policymakers
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Sequoia Inst., Sacramento, CA.