A-320 – building a democratic school: pilots, charters, and alternatives to traditional schools

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Spring 2008
Instructor: Linda Nathan

Office number: 617-635-6470 x 333

Email address: lnathan@bostonartsacademy.org
Office hours: Thursdays 3pm-4pm
Teaching Fellow: Abdi Ali

Email address: aali@bostonartsacademy.org

Registration: Registration: Student selection will be determined based on a one-two page Introductory Statement submitted to both Instructor and Teacher Fellow which must be submitted to both the instructor and Teaching Fellow on shopping day (bring two hard copies).  The statement should describe an experience with one of the topics on this syllabus, or a related dilemma in school management or leadership, and what you expect to get out of this course.


Boston’s pilot school initiative, begun in 1994, is in the forefront of a national movement to create small, innovative learning communities as alternatives to traditional ways of organizing public education systems. This seminar, taught by the principal of two of Boston’s most successful pilot schools (Fenway High School and the Boston Arts Academy), will examine a wide range of issues related to the philosophy, planning, governance, and sustenance of nontraditional public schools, including charter schools.

This course is intended for students with significant experience as teachers or administrators and for those who wish to become school leaders or program or policy designers. Students will be expected to reflect on their own experience as material for analysis in written assignments and class discussions.

Among the specific issues that will be studied are:

  • Accountability and assessment, including the struggle to develop authentic measures of student achievement in a climate of high-stakes standardized testing;

  • The advantages and disadvantages of small schools;

  • Legal issues of alternative school governance, including the negotiation of a memorandum of agreement;

  • Staffing the alternative school, including employee-management relations and the role of unions and non-union employees;

  • Curriculum development in relation to state and local standards and outcomes;

  • Professional development and the development of a collaborative culture;

  • Parent/caregiver roles;

  • Collaborative leadership and the role of the principal/headmaster;

  • The role of community organizing and the development of social capital;

  • Budget, finances, and the impact of private and foundation funding of public schools

In addition, students will be encouraged to raise issues not listed above based on their own school experiences, and class time will be set aside for discussion of school leadership and management as well as case analyses written by class members.


Required texts:
Deborah Meier: In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization. Beacon Press, 2002.

David Tyack and Larry Cuban: Tinkering Toward Utopia: A Century of Public School Reform. Harvard University Press, 1995.

Vito Perrone: A Letter to Teachers: Reflections on school and the art of teaching, Jossey-Bass, 1991.
Mary Anne Raywid and Gil Schmerler: Not so Easy Going: The Policy Environments of Small Urban Schools and Schools-within-Schools, ERIC Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 2003
Engel, Brenda S. with Martin Anne, C: Holding Values, What We Mean by Progressive Education, Essays by members of the North Dakota Study Group. Portsmouth, NH: Heinemann, c2005.


  1. Introductory Statement (1-2 pages). Due shopping day.

  1. Design papers (2-3 pages)

Focus on a specific aspect of school development (i.e. governance, curriculum, school organization, mission/vision) Approximately 4-5 during semester. These papers will build towards final paper and must also integrate your understandings of the readings, guest speakers and class discussions. (This is in lieu of weekly reflections). Sometimes guiding questions are suggested; otherwise, use the readings and your own work building your school.

  1. Final paper proposal (1-2 pages). This is an outline of the various components of your final project/school

  1. Personal Case Analysis (5-7 pages)

Each student will contribute to the class community by presenting a 20 min. presentation followed by 10-20min for questions and discussion.

  1. Final Paper (12-15 pages, plus appendices).

Write a pilot or charter school proposal in response to an actual RFP from Boston or another district.

  1. Final Project/Exhibition

Display of your school in final class exhibition

You are also required to bring at least 2 judges/guests to final exhibition. These guests will score/judge projects. It’s fine to bring students! You will have a weekend to finish your final paper after the exhibition. This is to give you the opportunity to incorporate any of the judges’ comments and suggestions. No late papers will be accepted.

  1. Attendance at all classes

If you do miss a class, you are expected to notify both instructors and complete a 4-5 page reflective paper on topics/readings of that week.

  1. Meetings with your cohort group outside of class time


February 7: Design Paper #1

February 14: Design paper #2

February 21: Personal Case Analysis # 1, 2, 3, 4 (5-7 pages)

Design Paper #3

March 6: Personal Case Analysis #5 and 6 (5-7 pgs)

Design Paper #4

March 13: Personal Case Analysis #7 (5-7pgs)

Final Paper Proposal (2 pgs)

March 20: Design Paper #5

Personal Case Analysis #8

April 3: Design Paper #6

April 10: Personal Case Analysis #9 and #10

April 17: Workshop Final Paper

April 24: Personal Case Analysis #11

Draft of Final Paper

May 1: Personal Case Analysis #12, 13

May 8: Personal Case Analysis #14, 15

May 15: Final Exhibition

May 19: Final Paper due- No late papers. To Deidre’s office by 4pm.


Students’ final grades in the course will be calculated according to the following general formula: One-third of the final grade will be determined by the final paper/project; one-third will be based on other course assignments; and one-third will be based on class participation and oral presentations. It is not acceptable to miss class unless there is an emergency as much of our work occurs in class time.

COURSE OUTLINE (subject to change)

WEEK 1 - The Political Landscape of Alternatives to Traditional Schools — a Historical Perspective

Thursday, February 7

  • Students will be assigned dates for in-class presentations on their case analyses
  • Discussion about presentations and the classroom community we will create

  • Discussion about time-line of assignments and expectations

  • Community building activities

Assignment due

  • Design Paper #1 (2-3 pages)
    What do we learn from looking back? What are the tensions that still exist today? What are the solutions proposed? Where do I stand and why? What does my experience teach me? What do I know that I still have to learn?

Required Readings
* Meier, Deborah: In Schools We Trust. Chapters 1 to 5. (RT)

* Tyack, David and Cuban, Larry: Tinkering Toward Utopia. Prologue and Chapters 1 to 4. (RT)

* Perrone, Vito: A Letter to Teachers. Chapter 11. (RT)
* Barry, Dave: “Early Admissions,” Boston Globe Magazine , pg. 52, November 7, 2004 (CP)
* Boston Globe Editorial, April 21, 2004, “Regionwide Segregation” (E-resources, Lexis Nexis)
* Tomlinson, Sarah: “Boston’s Quest to Give More City Teens a Small High School Experience” (CP)

web reference: http://centerf1.temp.veriohosting.com/bostonparentspaper.6.04.htm
Nathan, Joe and Boyd, William: “Lessons about School Choice from Minnesota: Promise and Challenges.” Phi Delta Kappan, Jan. 2002. pages.350-355. (E-resources, Ebsco)

Vander Ark, Tom: “America’s High School Crisis: Policy Reforms that Will Make a Difference,” Education Week, April 2, 2003 (CP)

Web reference: http://www.gatesfoundation.org/nr/downloads/ed/EducationArticles/EdWeekApril2003.pdf

WEEK 2 - Standards, Accountability, and Testing (Part 1)

Thursday, February 14

  • Video Screening: Merrow, John: “Testing our Schools”, PBS Frontline.

Assignment due

  • Design Paper #2 (1-2 pages)
Include some of these questions in your write-up: How will you answer the public demand for high standards and accountability in your school? Where do you personally fall on the high stakes testing question and why? Is this different than what you will advocate for in your school? How will you measure accountability in your school? How do you think about assessment for you school? What kind of assessment and/or accountability system would you invent and why? How do you define these terms? How will you think about questions such as “closing the achievement gap?” What kind of testing did you experience as a student?

Required Readings
*Raywid, Mary Anne and Schmerler, Gil: Not So Easy Going. Chapters 1 to 5. (RT)
*Perrone, Vito: “The Abuses of Standardized Testing.” The Phi Delta Kappa Educational Foundation, 1977. (CP)
*Perrone, Vito, Letter to Teachers, ch. 6 and 7 (RT)
*Rothstein, Richard, The Way we were: Myths and Realities of America’s Student Achievement, intro, ch. 1, (CP)

*Rothstein, Richard, The Way we were: Myths and Realities of America’s Student Achievement, ch. 2 and 3 (to be distributed in class)

Nathan, Linda: “The Human Face of the High-Stakes Testing Story,” Phi Delta Kappan 83, no. 8 (April 2002). (E-resources, Ebsco)
Nathan, Linda: The Development of Critical Minds: Reclaiming the Vision for Urban Schools, Mass. Association of Curriculum and Development, Sept/Oct. 2004 (CP)

Web reference: http://www.mascd.org/publications/Perspectives/nathan2.htm
Haney, Walt. Limits of High Stakes Testing: Invited Comments at National Academies Forum, “#2 Pencil Required: The Effectiveness of High Stakes Testing,” November 7, 2003 (CP)
Neill, Monty, “Don’t Mourn, Organize! Making lemonade from NCLB lemons,” Rethinking Schools, Fall 2003 pp 9-11 (CP)

Web reference: http://www.rethinkingschools.org/archive/18_01/nclb181.shtml
McNamara, Eileen, “These Results Test Fairness,” Boston Globe, 3/5/2003 (E-resources, Lexis Nexis)
Pierce, Charles, “Testing Times” Boston Globe Magazine, 3/2/03 (E-resources, Lexis Nexis)

Wolf, P. (2007). Academic Improvement Through Regular Assessment. PJE. Peabody Journal of Education, 82(4), 690-702. (E-resources, Ebsco then Find It at Harvard)

Reauthorizing NCLB
Peter D. Hart Research Associates and The Winston Group. “Standards, Accountability and Flexibility: Americans Speak on No Child Left Behind Reauthorization” (key findings) conducted by ETS, June 19, 2007. (CP)

Web reference: http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/?vgnextoid=bba1f18a3d023110VgnVCM10000022f95190RCRD&vgnextchannel=9a106af846023110VgnVCM10000022f95190RCRD

WEEK 3 – OPEN FORUM for presentations, discussions, group work

Thursday, Feb 21

        • Discussion of Final Paper Proposals

        • Group work

Assignments due

  • Design Paper # 3 (1-2 pages)

  • Personal Cases Analysis #1, 2, 3, 4

Required Readings

* Tyack and Cuban, ch. 4, 5, 6, and Epilogue (RT)

CCE Press Release (2006): Study Shows Pilot Schools making substantial gains (CP)

Web reference: http://www.ccebos.org/pilotschools/ProgressPromiseRelease.1.18.06.doc
CCE, “Strong Results, High Demand: A Four-Year Study of Boston Pilot High Schools,” Nov. 07, Executive Summary. (CP)

Web reference: http://www.ccebos.org/
Schworm, Peter. “Town-Gown Triumph: In poorest part of Worcester, Clark helps put children on path to college.” The Boston Globe, Nov, 22, 2007. (E-resources, Lexis Nexis)

NOLA and Charter Schools
TISSERAND, M. (2007, September 10). The Charter School Flood. (Cover story). Nation, 285(7), 17-25. (E-resources, Ebsco)
QUIGLEY, B. (2007) Fighting for the Right to Learn: The Public Education Experiment in New Orleans Two Years after Katrina (CP)

Web reference: http://www.dissidentvoice.org/2007/08/fighting-for-the-right-to-learn-the-public-education-experiment-in-new-orleans-two-years-after-katrina/

WEEK 4 - Overview of Labor-Management, Union and Legal Issues Affecting Pilot and Charter Schools

Thursday, February 28

  • Tentative guests: Dan French, Executive Director, Center for Collaborative Education; Richard Stutman, President Boston Teachers Union; Teacher/Principals of charter/pilot schools

Required Readings

American Federation of Teachers: Charter School Laws: Do They Measure Up? (CP)
Boston Public Schools: Memorandum of Agreement template for BPS pilot schools. (CP)
Sample employee terms of agreement for pilot and charter schools in Massachusetts. (CP)
Podgursky, Michael and Dale Ballou: “Personnel Policy in Charter Schools.” (Thomas B. Fordham Foundation, 2001). (CP)

Web reference: www.edexcellence.net/library/personnel_policy/
Handouts from the Boston Foundation, Boston Public Schools, Boston Teachers Union and Boston Herald re conversion to pilot school status. (CP)
Handouts on Boston Pilot Schools, “Five Pilot School Areas of Autonomy,” “Pilot Schools Network Principles,” Draft document on Pilot. (CP)
Boston Public Schools, “Guidelines for Pilot Schools.” March 4, 2002. (CP)
Massachusetts Department of Education. Opening Procedures Handbook: a Guide for Board of Trustees and Leaders of New Charter Schools. March 2007. Chapters 1 and 2. (CP)

Web reference: http://www.doe.mass.edu/charter/guides/oph_letter.html

Comparison of Pilots and Horace Man Charters (2003) (CP)

Finn, Chester E, Jr. and Marci Kanstoroom, “Do Charter Schools Do It Differently?” Phi Delta Kappan, September 2002 pg. 59 (E-resources, Ebsco)
Sataline, Suzanne, “Hostility inflames Charter school debate,” Boston Sunday Globe, February 22, 2004, City and Region (E-resources, Lexis Nexis)
Schemo, Diana Jean. “Nation’s Charter Schools Lagging Behind, U.S. Test Scores Reveal”

The New York Times, August 17, 2004 (CP)
Keane, Thomas, “Selfish union wants to halt pilot schools” Boston Herald, November 20, 2002 (E-resources, Lexis Nexis)

Boston Globe, Monday May 10, 2004, “Urban Charter Schools score a win,” by Peter Schworm and “Critics say funding rule unfair to district schools,” by Anand Vaishnav.

Both articles = (E-resources, Lexis Nexis)

Stutman, Richard. “Charting new paths in our schools.” The Boston Globe, December 23, 2007. (E-resources, Lexis Nexis)
Dillon, Sam (2007). “Ohio Goes After Charter Schools That Are Failing.” New York times, November 8, 2007. (E-resources, Lexis Nexis)

WEEK 5 – Creating (New) Schools: The Design Process and the Challenges of Small Schools- Advantages and Disadvantages

Thursday, March 6

  • Tentative guests: Principals and teachers from charter, pilot and “regular” schools in Boston area

  • If time permits, we will view work of Julia Richmond H.S. in NYC.

Assignments due

  • Design Paper #4 (1-2 pages)

  • Personal Case Analysis #5 and 6

Required Readings

“Community Engagement When Challenges and Crises Arise.” Bill and Melinda Gates Foundation Education Grantee Newsletter, Nov. 2002. (CP)

Web reference:

Cotton, Kathleen, “School Size, School Climate, and Student Performance.” MSA Leadership for Learning, May 1996. (CP)

Web reference: http://www.nwrel.org/scpd/sirs/10/c020.html
Copland, Michael A. and Boatwright, Elizabeth. Leading Small: Eight Lessons for Leaders in Transforming Large Comprehensive High Schools, Phi Delta Kappan, June 2003, Vol. 85, No. 10, pg. 762. (E-resources, Ebsco)
Myatt, Larry. Fulfilling The Promise of Small High Schools, Phi Delta Kappan, June 2003, Vol. 85, No. 10 pg. 770. (E-resources, Ebsco)
Herzenhorn, David. M. “In New York’s Smaller Schools, ‘Good Year and a Tough Year’” August 8 2005, The New York Times (E-resources, Lexis Nexis) (search “good year and a tough year”)
Myatt, Larry, Ed Week “Nine Friction Points in Moving to Smaller Schools” Education Week, 4/6/2005, Vol. 24 Issue 30, p34-37, 3p. (E-resources, Ebsco)

Boo, Katherine. "Letter from Boston, The Factory, At the Pacific Rim charter school, they make scholars." New Yorker, Oct. 18, 2004. (CP)

Web reference: http://www.pacrim.org/documents/APR%20in%20TNY.pdf
Leigh, Scott. “More City Charter School,” The Boston Globe, December 3, 2004. (E-resources, Lexis Nexis)
Creating Schools that Work: Lessons for Reform from Successful Urban High Schools, November 2003. Jobs for the Future, The Center for Collaborative Education. 2004. (CP)
Article web reference: http://www.ccebos.org/CreatingUrbanHighSchools.pdf

http://www.jff.org/jff/ (general information)
Klonsky, Michael, “Small Schools: The Numbers tell a story” Small Schools Workshop. (CP)

Web reference: http://www.smallschoolsworkshop.org/klonsky.html
Jan, Tracy. “Report says Pilot School students top peers,” The Boston Globe, January 18, 2006

(E-resources, Lexis Nexis)
Jan, Tracy. The long road back: The fate of a school and its headmaster's career rest on restoring what was once a Boston educational icon. The Boston Globe, September 16, 2007. (E-resources, Lexis Nexis)
Atkins, Kimberly. “Study says city’s pilot school pupils shine,” The Boston Herald, January 18, 2006. (web article): http://www.ccebos.org/heraldpilotstudy.1.18.06.html
Palmer, Louann Bierlein. “the Potential of ‘Alternative’ Charter School Authorizers,” Phi Delta Kappan, Dec2007, Vol. 89 Issue 4, p304-309, 6p. (E-resources, Ebsco)

Carnoy, Martin, Rebecca Jacobsen, Lawrence Mishel, and Richard Rothstein (2005). The Charter School Dust-Up: Examining the Evidence on Enrollment and Achievement. Economic Policy Institute, Introduction and summary pp1-7. (CP)

Public School Students from Bronx, NY. “The Schools We Need: Creating Small High Schools that Work For Us. Published by What Kids Can do, Bronx New Century High Schools and the Carnegie Corporation. Pages 5-46. (CP)

WEEK 6 – Budgets and Alternative Sources of Financing

Thursday, March 13

  • Tentative guests: Budget officials and/or fundraisers

Assignments due

  • Personal Case Analysis #7

  • Final Paper Proposals due (2 pages)

Required Readings

Wells, Amy Stuart. UCLA Charter School Study: “”Beyond the Rhetoric of Charter School Reform: A study of Ten California School Districts,” 1998. (CP)

Web reference: www.gseis.ucla.edu/docs/charter.PDF ch. 5, 6, 7.
Ramirez, Al, “The Shifting Sands of School Finance.” Educational Leadership, Dec-Jan.02-03.

(E-resources, Ebsco)

Miles, Karen and Linda Darling-Hammond: “Rethinking the Allocation of Teaching Resources: Some Lessons from High-Performing Schools,” Educational Evaluation and Policy Analysis, Spring, 1998. (E-resources, JStore)

Ruane, Patricia C. “Albatross or Opportunity? A budget Primer for School Leaders,” Nov. 2002. (CP)

Boston Globe, Monday May 10, 2004, “Urban Charter Schools score a win,” by Peter Schworm and “Critics say funding rule unfair to district schools,” by Anand Vaishnav.

both articles = (E-resources, Lexis Nexis)

WEEK 7 - Democracy and Equity: What does this have to do with schools?

Thursday, March 20

  • Tentative guests: Policy institutes and school sites

Assignments due

  • Design Paper #5 (1-2 pages)

What does “democracy and equity” mean for me, my students, my teachers, my families in my school? How does my school reflect democratic or equitable practices? What are specific examples in my proposed school? How do the practices I propose for my school support or conflict with the readings and speakers? How do any of the autonomies promote or hinder democratic practices? How does or does not the development of habits of mind or habits of the graduate reflect democratic or equitable practices?

  • Personal Case Analysis: #8

Required Readings
Excerpts (below) from Horace, The Journal of the Coalition of Essential Schools, Special 20th Anniversary Issue, Fall 2004. (CP)

  • Silva, Peggy: “I Stand for Dorie Finn” pp 8-9

  • Harmon, Zawadi: “Donny” pp16-17

  • Eng, Seewan and Tanya Friedman: “Demoncracy…For What” pp 20-21

  • Nathan, Linda: “A Letter to the Boston Arts Academy Community” pp 28-29

  • Wood, George: “Rethinking Our School in the Name of Democray” pp. 48-49
  • Littky, Dennis with Samantha Grabelle: “Voting for Homecoming Queen Does Not Prepare Students for Democracy” pp54-55

  • Chardin, Mirko: “Afterword” pp. 58

Deborah Meier: In Schools We Trust, chapters 9, 10. (RT)

Bigelow, Bill, “Getting of the Track: Stories from an Untracked Classroom,” Rethinking Schools, Rethinking Our Classrooms. (CP)
Nathan, Linda, “Creating Equity from the Ground Up,” Horace, Spring 2003 pp1-14 (CP)
Nathan, Linda. “A Response to Frederick Hess: “The Larger Purposes of Public Schools,” Phi Delta Kappan, February 2004, pg. 440. (E-resources, Ebsco)

Hess, Frederick, M. “What is a ‘Public School’? Principles for a New Century,” Phi Delta Kappan, February, 2004. pg. 2003. (E-resources, Ebsco)

Coalition of Essential Schools, 10 Common Principles, http://www.essentialschools.org/pub/ces_docs/about/phil/10cps/10cps.html
Materials on High Tech High, San Diego (CP)

  • Attorney’s Letter, December 16, 2003

  • The San Diego Union-Tribune, ”High Tech High: School is a model of what a charter should be,” November11, 2003.

School web site: http://www.hightechhigh.org/

Harac, Lani. “A Level PLAYING FIELD,” Teacher Magazine, 10466193, Oct 2004, Vol. 16, Issue 2. (E-resources, Ebsco)
“In Dorchester, learning takes roots” by Tracy Jan, Boston Globe, November 27, 2004. (E-resources, Lexis Nexis)

Gutstein, Eric and Peterson, Bob, Rethinking Mathematics: Teaching Social Justice by the Numbers, Rethinking Schools, LT. 2005. Introduction and chapter 1 (CP)

Eileen M. Ahearn, Cheryl M. Lange, Lauren M. Rhim, and Margaret J. McLaughlin: “Special Education as Requirements in Charter Schools: Final Report of a Research Study,” 2001. (CP)

* Deborah Meier: In Schools We Trust, chapters 9, 10. (RT)

Easton, Lois Brown (2008). Engaging the Disengaged: How Schools Can Help Struggling. Corwin Press, 2008. Introduction xxxiii-l (Culture ad Mission and VIsion) and chapter 5: What's democratic about Schools? (To Be Distributed in Class)

Thursday, March 27: NO CLASS

WEEK 8 – Leadership, Trust and Collaboration

Thursday, April 3

  • Tentative guest: Principals/school leaders

  • Video Screening: Fenway High School

  • Group work

Assignment due

  • Design Paper #6 (1-2 pages)

Required Readings
Nathan, L : A Day in the Life of a School Leader, Educational Leadership, April 2002, Vol. 61, No.7 (E-resources, Ebsco)
Sizer, Ted: Horace’s School, ch. 11 and 12. (CP)
Palmer, Parker J. The Courage to Teach, ch. 1. (CP)
Hehring, James Upstart Starting: Creating and Sustaining a Public Charter School. Teachers College Press, 2002 (CP) (

Nathan, L. and Larry Myatt. (1997) “The travails and triumphs of charters and pilots: Fenway College High School – a work in progress” (chapter 10) in Transforming Public Education: A new Course for America’s Future. (Clinchy, E. editor) (CP)

Teaching and Learning at Fenway Middle College High School, Year End Report, 1997. (CP)
Stefanakis, Evangeline Harris: “The Senior Institute Experience: Students’ Stories of their Culminating Year at Fenway Middle College High School.” June 1997. (CP)
New York City Department of Education. New School Application: Middle Academy of the Arts.

2007, pp4-53. (CP)

WEEK 9 – Parents, Communities, and Social Capital -- Safe schools, social and emotional learning

Thursday, April 10

  • Tentative guest: Carmen Torres, (Boston Arts Academy)

  • Assignments due

  • Personal Case Analysis #9,10

Required Readings

Noguera, Pedro: “Finding Safety Where We Least Expect It: The Role of Social Capital in Preventing School Violence,” in Zero Tolerance (ed. William Ayers, Bernardine Dohrn, Rick Ayers), New Press, 2001. (CP)
Paulino, “A Common Vision for Equitable Education,” Horace, Equitable Schools for a New Democracy. (CP)
Clark, Anne. “Inclusion Research at Work at Boston Arts Academy,” Horace, Vol. 21 No 2, Winter 2005. (CP)
*Vito Perrone, A Letter to Teachers, ch. 4, 5 (RT)
Straughter, Brian, “A Parent’s First Day of School.” Mission Hill School News. Week of Sept. 16, 2002. (CP)

Rose, Mike (2007). Despair, Hope and the Future: Don’t let negative rhetoric eclipse the principles and promise of public education. Rethinking Schools, Winter 2007-08, Vol. 22, No. 2. (CP)

WEEK 10 – Boston Arts Academy

Thursday, April 17

  • Tentative guests: Students from Boston Arts Academy

  • Video Screening: Boston Arts Academy

Assignment due

  • Workshop final paper

Required Readings

Nathan, Linda: “A Reason to Be in the World: How Arts Education Can Transform Students’ Lives.” Mass. ASCD Newsletter, March 2002. (CP)
Nathan, Linda: “Through the Lens of Art.” Educational Leadership (Oct. 2002) (E-resources, Ebsco)
Gaztambide, Ruben: “Boston Arts Academy,” Passion and Industry: Schools that focus on the Arts. Harvard Graduate School of Education, Arts in Education Program Portraiture Project, 2001. (CP)

WEEK 11 - Standards, Accountability and Testing (part 2)

Thursday, April 24

  • Tentative guest:

Assignments due

  • Personal Case Analysis #11

  • Draft of Final Paper due

Required Readings

*Meier, Deborah: In Schools We Trust, chapters 6, 7, 8. (RT)
Perrone, Vito, “Standardized Testing: How did we get here?” (ch 12, unpublished) (CP)

Rudavsky, shari. Eye on Education; Support for vouchers Grows Advocate Sees Ranks of Movement Expand,” Boston Sunday Globe 2/16/2003 (E-resources, Lexis Nexis)

Elmore, Richard , “A Plea for Strong Practice,” Educational Leadership, Nov. 03 (E-resources, Ebsco)

Elmore, Richard. “Knowing the Right Thing to Do: School Improvement and Performance-Based Accountability,” HGSE and Consortium of Policy and Research in Education. 200X, pgs 3-19. (CP)

Harvey, James, “The Matrix Reloaded: The internal contradictions of NCLB are creating a Nightmare.” Educational Leadership. Nov 03 (E-resources, Ebsco)
Hess, Frederick M., “The Case for Being Mean,” Educational Leadership, Nov 03 (E-resources, Ebsco)
French, Dan. “Creating Schools that Work: Lessons for Reform from Successful Urban High Schools,” Jobs for the Future, The Center for Collaborative Education: November 2003.

(E-resources, Ebsco)
Perlstein, Linda (2007). Tested: One America School Struggles to Make the Grade. Henry Holt and Company: New York. Chapters 2, 10, 15. (CP)

WEEK 12 – Presentation Personal Case Analysis # 12, 13

Thursday, May 1

WEEK 13 – Presentation Personal Case Analysis # 14, 15

Thursday, May 8


Thursday, May 15

Display of your school in final class exhibition

You are also required to bring at least 2 judges/guests to final exhibition. These guests will score/judge projects.

Monday, May 19: Final paper due by 4pm to Deirdre’s office. Grades are due May 23.


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