ERIC Number: ED357419
Record Type: Non-Journal
Publication Date: 1990-Jun
Reference Count: N/A
School Improvement in Scarborough Secondary Schools: A Systems Partners Approach.
Earl, Lorna; West, Julianne
Research on understanding school effectiveness has identified several characteristics of effective schools. Some of them include instructional leadership by principals, collaborative planning by teachers, consistency among teachers, a clear purpose, high academic expectations, positive school climate, and systematic evaluation. Many schools are trying to find ways to apply these broad findings to their situations. A school-improvement model used by the Scarborough Board of Education in Toronto, Canada, emphasized the ongoing nature of change in education. The model recognizes that advances in curriculum require collaboration and cooperation by many in the educational community. Under the Scarborough plan, each school was required to develop a customized and long-range Curriculum Management Plan with the help of the school district and school board. The process of curriculum review, development, and implementation began in 1982 and continued to 1989 when a progress study was done of the schools. The study revealed that the schools were involved in the process and experienced positive changes in the classroom. However, a balance had to be maintained between the roles of the schools and the district office, and change had to have ongoing support. (JPT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Scarborough Board of Education (Ontario).