Features a of Successful School Essay

The route in which U. S. teachs atomic number 18 ran today atomic number 18 non adequate for the growing take ins of students in the 21st century. According the Darling-Hammond (2010), if these trends continue, by 2012, America leave behind have 7 million jobs in science and technology fields, green industries, and former(a) fields that weednot be filled by U. S. workers (p. 3). Other nations have figured out how to educate their youth, and those students lead take the jobs of their U. S. counterparts if the U. S. does not vary the ways in which we educate our youth.Darling-Hammond (2010), found that higher-achieving nations be much center on quality teachers, and development of curriculum and assessment that encourages continuous reflection of teachers and students (p. 8). on that point is a destiny for change in the current education system, which was designed to educate students in the 20th century. According the Darling-Hammond (2010), At least 70% of U. S. jobs n ow pick up specialized knowledge and skills, as comp bed to only 5% at the dawn of the stomach century, when our current system of trailing was established (p. 2).Now that a build up for change has been identified, it is up to the districts, civilizes and teachers to implement the changes. Through much research Darling-Hammond (2010), has identified five essential features of education that need to be changed to serve up prepare students for success in elementary though college. These five features include mid shoot for school size or learn communities within the school, personalization and rugged relationships among teachers and students, challenging and relevant instruction, performance found instruction, and collaboration of teachers (p. 244).Features DefinedThe facial expression of handsome school size and acquire communities are authorized to schools success, because it allows students to thumb important in the school system. Studies have been done by Darling-H ammond (2010), and have identified that there is slight violence in microscopicaler school compared to larger schools, because everyone knows each other and there is more accountability for a students action (p. 245). When the school and or class sizes are smaller the teachers build up to know each of their students and have the ability to identify with each student, where as larger schools the students just ecome a number with little to no individual attention. Darling-Hammonds research subjects These experiences underscore evidence accumulated over several(prenominal)(prenominal) decades that suggest that, overall, smaller high schools are associated with greater safety more positive student attitudes roughly school, higher levels of student participation and attendance, much lower dropout rates (p. 245). The reduction of school size only if get out not solve the education problem our nation is facing, but merely an aspect that will help with the problem.The second aspect to a successful school according to Darling-Hammond (2010) is the need for structures that allow for personalization and healthful relationship (p. 244). The way that teachers and students cod these strong relationships is finished an advisory class, teachers are given a small number of students and in many cases these students stay with the same teacher over a number of years. Because of these factors of small class sizes and extended cartridge holder with the teacher, teachers are able to gain strong relationships with their students. By knowing students well, teachers are more able to tailor instruction to students strengths, needs, experiences, and interests (Hammond & Friedlaender, 2008, p. 17).According the research done by Darling-Hammond we found that strong relationships between and among students and faculty were central to participants views of what enabled them to succeed. Students often compared their school to a family and linked their achievement to their carin g relationships with teachers (p. 248). other equally important aspect to a successful school touched on by Darling-Hammond (2010) is intellectually challenging and relevant instruction (p. 44). Since the beginning of time teachers have taught curriculum and given students assignments based on what was taught, but is the assignments relevant to the students learning? Darling-Hammond, (2010) says teachers should be imbibeting away from fill in the blank worksheets and having students seduce more meaningful work such as research reports, discussions of problems, and open-ended questioning to challenge students more (p. 249). These types of challenging assignments help prepare students to become critical thinkers, and get them ready for college.Successful schools also vouch that teachers are giving performance-based assessments, Darling-Hammond (2010) states All of the schools engage students in completing complex projects and investigations of various kinds, and well-nigh of the m require the completion of portfolios for graduation, which include high-quality work illustrating disciplinary inquiry in each of the major subject areas (p. 257) These types of assessments are helping create students that are critical thinkers, rather than just recall and memory, which were previously performed.These high-quality assessments are dear to students in helping them be more prepared for success in college and beyond. The final aspect of Darling-Hammond design to improve education is highly competent teachers who collaborate in planning and problem solving (2010, p. 244). The theme of collaboration allows teachers and students significant time to discuss, problem solve and create valuable lessons. If teachers were just left to their take means they could teach lesson with little to no results. There is the need for collaboration to identify ways in which they can teach lesson to better(p) help their students. When time for professional development is built into te achers running(a) time, their learning activities can be ongoing and sustained and can focus on particular issues over time (Wei, Andree & Darling-Hammond, 2009, p. 39).In the U. S. very few hours are build in to the work week for teachers to plan and many times the planning is done individually and not collaborative with other educators. Many high achieving nations interpret the prospect for continued staff development as well as a wide-range development to teachers, where as the United States give one day workshops with little to know follow up (Wei, Andree & Darling-Hammond, 2009, p. 1). The small arrive of time by U. S. teachers spend on collaboration has an adverse effect on students achievement. Prioritizing the Essential Aspects The most important of Darling-Hammonds aspect is providing students with highly competent teachers that are given the opportunity to collaborate with their peers. As addressed by Darling-Hammond and Richardson (2009) Current research suggests that providing intensive, content-rich, and collegial learning opportunities for teachers can improve both statement and student learning.When schools support teachers with well-designed and rich professional development, those teachers are able to create the same types of rigorous and harming opportunities for studentsa foundation for student success in school and beyond (p. 52). Teachers are one of the tombstone features to the important of students education, therefore they need to be given the opportunity for collaboration with their peers to gain the knowledge needed to reflect and plan to become better at their profession.Research done by Darling-Hammond shows that professional communities are an aspect that is important to schools that are achieving high levels of student learning (2010, p. 261). The next important aspect is providing instruction that is challenging and relevant to instruction. Teachers need to have high exceptions of their students and give students experienc e through task that are relevant to the real world and future success. Students are placed in internships and provide work as young as 11th grade to provide students with real-world experiences (Darling-Hammond, 2010, p. 257).According to Darling-Hammond (2010) Students reported that, so far when they found they did not like the work or setting they had chosen, or when they experienced conflicts on the job, their internships do them feel more capable, responsible, and confident or so solving problems and succeeding in their world beyond school (p. 256). These skills that students are learning from their internship are helping them become more prepared for their future. Keeping instruction relevant helps keep students interested in learning. Just as important as instruction is on education is the types of assessments used.It is important that the school system gets away from memorizing and gives more performance-based assessments, where students are involved in the revision of th eir work. Students need to be given more authentic assessments that are relevant to their learning and then have the opportunity to present their portfolios to communities of students. In the study by Darling-Hammond (2010) a deep sense of accomplishment from their experience, and, having repeated it several times before graduation, a growing sense of confidence (p. 260).These types of assessments are giving students the skills needed to be successful in life. Schools that allow for personalization and strong relationships are important to students growth in school. Today students are cranking through each day like an assembly line (Darling-Hammond 2010, p. 250). Teachers know very little about the potential of each of their students, and therefore the students suffer. Students from the study by Darling-Hammond have said that they feel like teachers negociate about them and their work as well as pushing them to perform at their ability (2010, p. 50). The last aspect is also related to personalization of students, it is small sized school and or classes. With the small class sizes teachers are better able to know each of their students to help tailor their learning to meet those needs of the students.It is not a surprise that smaller schools have the ability to have a focus on safety. These smaller schools have an increase in safety a decrease in incidents, because the adults know the students in the school and hold them accountable for their actions (Darling-Hammond, 2010, p. 45) Implementation The changes that need to be made to school system are something that is not going to happen over night by one teacher. These changes need to break through at the state level with help of the district, schools and teachers. Teachers cannot implement all of these changes on their own. The aspects that teachers can control are changing the way that they teach to create students that are more critical thinkers and provide students will more meaningful assessments. Teacher s can also help guide students to assess their own learning.Another aspect that teachers can control is the mensuration of time they are spending collaborating with colleagues to share strategies, and solve problems. Teachers can so also try to get to know each of their students, but this a daunting task with such large class sized. There are many changes that need to be made that are out of control of the teachers hands. One of these changes is the amount of time they spend collaborating with other teachers. The district and school site needs to make this a priority and give those teachers the time they need to become more effective teachers.The district and school also needs to implement more meaningful staff development training. As teachers can start implementing more meaningful assessments for students, it is the district that will need to set graduations requirements associated with these assessments. To more effectively tailor students learning it will be the districts respo nsibility to lower classes sizes or implement an advisory period. Teachers can try to get know each of their students strengths, but with such large class sizes it is very difficult to individualized instruction. The aspect that teachers have no control over is the school size.If the district wants students to feel safe and accountable for their actions, this is something they will need to implement. Conclusion The traditional model of education that was designed for the 20th century is not working to educate the youth in the global world of the 21st century, and changes need to be made to better reach the needs of the students today. Some schools have already implemented and embraced these changes and have seen great results in achievement of students. By making the necessary changes to the education process students will become better prepared with skills to help them be successful beyond high school.