ERIC Number: ED332267
Record Type: Non-Journal
Publication Date: 1988
Reference Count: N/A
Implementing Change with Staff, Parent and Community Involvement.
Rudolph, William J.
Based on a principal's firsthand experiences, this paper summarizes the "turnaround" strategy that converted a disorderly and drug-infested Atlanta (Georgia) high school to a productive learning environment characterized by improved academic performance, a revamped core curriculum, and high expectations and behavior standards. This principal began by informing staff, students, and parents of his limited repertoire of competencies as master teacher, administrator, and parent to his own child. He also listed his incompetencies as lawyer, policeman, judge, social worker, physician, nurse, and parent to children other than his own. Educators can no longer claim competency in areas other than instruction and school counseling. Although school staff must be knowledgeable about community resources to help resolve youth-related problems, the schools cannot be expected to police, parent, judge, nurse, motivate, and simultaneously deliver high quality educational services. Clearly stated expectations precede desired change. Once expectations were published in Northside High School's teacher and student handbooks, the consequences for compliance or noncompliance could be administered fairly to children of both the influential and the powerless. Police were called in drug possession cases, and parents became more knowledgeable and responsive concerning drugs, teens, and use of available community resources. (MLH)
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A
Identifiers - Location: Georgia (Atlanta)