ERIC Number: ED374558
Record Type: Non-Journal
Publication Date: 1992-Nov
Reference Count: N/A
Re:Learning in Pennsylvania: McCaskey High School, School District of Lancaster.
Research for Better Schools, Inc., Philadelphia, PA.
Since 1988, considerable state and school/district energies have been devoted to implementing Re:Learning in Pennsylvania. This paper summarizes Re:Learning activities in the school district of Lancaster, in particular, McCaskey High School, which was recognized for the scope and quality of its implementation efforts. Re:Learning is a national effort to redesign the total school system. Based on Theodore Sizer's nine common principles of the Coalition of Essential Schools (CES), it reflects the belief that participants at all levels of education must be engaged in a focused and coordinated effort. Data were collected through interviews with the principal, district science program coordinator, Essential Studies (ES) teacher, higher education liaison, and eight teachers participating in program teaching teams. The school's systematic focus on modifying the curriculum as the way to bring about change was the most crucial aspect of the ES initiative. Recommendations are made to consider ways to distribute the principal's leadership responsibilities; examine the issue of shared power to determine whose needs should be represented and in what manner; address divisions between the faculty and community; involve the entire faculty; consider providing teaching teams with more formal training experiences in team building; and allocating more time for reflection. Overall, McCaskey's accomplishments were impressive. However, the issues faced by the school illustrate that major school reform, even when well-conceived and designed, is complex and problematic. Appendices contain information on McCaskey's program goals, ES proposal, curriculum design, and planning process. (LMI)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.