ERIC ED436839: Creating a Democratic Learning Community: The Case Study of Federal Hocking High School. Transforming Learning Communities.

89 Pages·1999·1.7 MB·English

by  ERIC

DOCUMENT RESUME
EA 030 169
ED 436 839
Murray, Susan R.; Wood, George H.
AUTHOR
Community: The Case Study of
Creating a Democratic Learning
TITLE
Learning
Federal Hocking High School. Transforming
Communities.
Ontario Inst. for
Ohio State Dept. of Education, Columbus.;
INSTITUTION
Studies in Education, Toronto.
1999-00-00
PUB DATE
Tim Arnold. For other
88p.; Prepared in cooperation with
NOTE
Transforming Learning Communities
case studies from the
Project, see EA 030 710-181.
Descriptive (141)
Reports
PUB TYPE
MF01/PC04 Plus Postage.
EDRS PRICE
Strategies;
Academic Achievement; Case Studies; Change
DESCRIPTORS
Educational
Democratic Values; *Educational Change;
Participative Decision
Improvement; High Schools; Models;
Making; *School Restructuring
*Transforming Learning Communities OH
IDENTIFIERS
ABSTRACT
studies that present
This book is part of a series of case
study is part of the
better ways to educate Ohio's students. The case
designed to support
Transforming Learning Communities (TLC) Project,
elementary, middle, and high
significant school-reform efforts among Ohio's
of a small high school in the
schools. The text describes the transformation
outlines a history of problems
rural, southeastern corner of Ohio. The book
arising from desperation. It then
at the school and gives examples of changes
initiated at the school over a
discusses the systematic reforms that were
development, staff development,
7-year period, reforms that included plan
the community, and the
changing school structures, involving students and
elements of a democratic
consolidation of change. The text focuses on the
of involving teachers in
learning community and demonstrates the importance
in team-planning sessions. It
shared decision making, in team teaching, and
in the democratic learning
also describes the need to include students
education. Suggestions for
community and their role in directing their own
the institutionalization
marshaling resources for democratic change and for
community are provided. Five
and renewal of the democratic learning
the change timeline,
appendices provide information on methodology,
(ROM)
coalitions, and graduation portfolio requirements.
Reproductions supplied by EDRS are the best that can be made
from the original document.
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U.S. DEPARTMENT OF EDUCATION
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EDUCATIONAL RESOURCES INFORMATION
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his document has been reproduced as
received from the person or organization
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Introduction
0 Minor changes have been made to
improve reproduction quality.
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Creating a Democratic Learning Community: The Case Study of Federal Hocking High School
TRANSFORMING LEARNING COMMUNITIES
CREATING A DEMOCRATIC LEARNING COMMUNITY:
THE CASE STUDY OF
FEDERAL HOCKING HIGH SCHOOL
Prepared by:
Susan R. Murray, Ph.D.,Author and Professional Consultant
George H.Wood, Ph.D., Federal Hocking High School Principal
and Ohio University Professor
in cooperation with
Tim Arnold, Federal Hocking High School Teacher
4
ommunities
grans f
o r m i n
Department of
This document is a publication of the Ohio
the
Education and does not represent official policy of
State Board of Education unless specifically stated.
Ohio Department of Education
Columbus, Ohio
I999
Creating a Democratic Learning Community: The Case Study of. Federal Hockingr High School
Dear Readers:
The 12 Transforming Learning Communities case studies enlighten readers about the search for better
ways to educate Ohio's young people. The stories, told by educators themselves, paint a realistic pic-
ture of schools in Ohio.
The unique and inspirational perspectives of the school people highlight the triumphs of team spirit,
the drive to turn obstacles into opportunities, and the effort to consider complex questions and find
answers that lead to higher student achievement. These researchers tell stories of success and frus-
tration in the endeavor to make life better for future generations.
At the core of educational change is a long-term commitment to teaching and learning that has the
potential for creating positive change throughout society. The case studies emphasize intense, high-
quality professional development increased service to others; a holistic approach to education; the
promotion of a sense of community; and a deepened understanding of the daily work in the class-
rooms, corridors, and boardrooms of public schools.
The educators at the heart of change encourage us to examine and refresh our views about schools.
Sincere thanks is extended to the local educators, university researchers, and concerned citizens for
their willingness to examine the lessons from the past, the realities of the present, and the likely con-
sequences of change.
Sincerely,
Linda C. Nusbaum
Research Project Manager
6
oeearning communities
grans forming
TLC
Project
Transforming Learning Communities
INTRODUCTION
Ohio
(TLC) Project was an initiative funded by the
The Transforming Learning Communities
Ohio's elementary,
significant school reform efforts among
Department of Education (ODE) to support
for Educational
associated with the International Centre
middle, and high schools. Education researchers
contracted
Education of the University of Toronto were
Change at the Ontario Institute for Studies in
number of schools supported by
studies of school improvement in a select
to undertake in-depth case
these
understand the school improvement efforts in
Ohio's Venture Capital grants. The aim was to
the lessons learned from these schools' experiences.
schools, and to engage other Ohio educators in
metaphor
the study. "Learning communities" is a
The project title communicates the orientation to
stake in the suc-
(especially students and teachers) who has a
for schools as learning places for everyone
the schools are in a process of
environments. "Transforming" signifies that
cess of schools as educational
involve fundamental reforms in teaching and learn-
change, and that the changes they are striving to achieve
also captures the
development, and/or governance. Transforming
ing, assessment, organization, professional
the process of change in participating schools.
not just to document
intent of the project to support
and select
A three-stage process was used to identify
The TLC Project began in the Spring of 1997.
their efforts to implement significant change over
schools that had demonstrated notable progress in
ODE staff familiar with the
(I) solicitation of nominations from
the preceding three to five years:
Professional
from independent sources (e.g., Regional
Venture Capital schools, corroborating opinions
and demo-
for nominated schools (e.g., performance
Development Center staff), and statistical profiles
ranking of
principal of each nominated school; and (3)
graphic data); (2) telephone interviews with the
(ele-
Twelve schools were chosen for variation in type
schools according to relevant sampling criteria.
regions in Ohio); focus
(rural, urban, and suburban from various
mentary, middle, secondary); location
growth, school-community partnerships); school
for change (e.g., teaching and learning, professional
improvement model; and evidence of progress.
the 1997/98 school year by teams consisting of at
The individual case studies were carried out during
the
from four Ohio universities that partnered with
least two members of the school staff and researchers
and
multi-method study of school improvement activities
schools. Each team designed and implemented a
and docu-
community.These included interviews, observations, surveys,
outcomes in their school learning
each school, the studies
the unique character of school change at
ments. While each case study reflected
these
their exploration and analysis of change in
employed a common conceptual framework to guide
and
the case study teams to investigate change
school learning communities.The TLC framework oriented
and in rela-
the classroom, the corridors, and the community
change processes in multiple contexts
collaboration, inquiry, and integration.
tion to three key processes of learning in organizations:
Communities Project include 12 individual case
The major products of the Transforming Learning
and a companion video at www.ode.ohio.gov.
study monographs, a cross-case study and handbook,
7
e Caie Study of Federal Hocking High School
ommunit
Creating a Democratic. Leat-ning
ACKNOWLEDGMENTS
We would like to acknowledge the contributions of a number of people. Melinda Tsapasaris pro-
vided a first-person account of her experiences as a beginning teacher at Federal Hocking High School.
Richard Thieret and Karen Noel both served on the research team and provided insight into our work.
Catherine Glascock assisted in the research process of data collection. Steve Anderson was helpful in
developing a conceptual framework for our work and providing research data and assistance.
We would also like to acknowledge the staff and students at Federal Hocking High School; they are
the key players in this case study on transforming schools. Their vision, dedication, and continued hard
work create a place of community and hope.
gransforminy ceearniny communities
TLC
TABLE OF CONTENTS
CHAPTER ONE WHERE DOES CHANGE BEGIN?
I
Introduction
1
3
A School in Turmoil
4
The Problem of Size
4
The Problem of Time
4
The Problem of Discipline
5
The Problem of Study Halls
5
The Problem of Misery
6
Desperation:The Impetus of Change
8
CHANGE AT FEDERAL HOCKING HIGH SCHOOL
CHAPTER TWO
8
Introduction
9
Developing the Plan
The 1992-93
School Year:
Venture Capital and the Coalition of Essential Schools
13
The 1993-94
School Year:
17
Building on Successful Staff Development
The 1994-95
School Year:
20
Changing School Structures
The 1995-96
School Year:
23
Some Crises
School Year:
The 1996-97
25
Involving Students and Community
The 1997-98
School Year:
27
A Consolidation of Change
School Year:
The 1998-99
29
COMMUNITY
CHAPTER THREE TEACHERS AND THE DEMOCRATIC LEARNING
29
Introduction
30
A Democratic Community
30
Shared Decision Making
31
Teacher Empowerment
32
A Learning Community
33
Shared Norms and Values
34
Collective Focus on Student Learning
35
Collaboration
35
Collaborative Professional Development Activities
36
Team Teaching
36
Planning Meetings for Shared Decision Making
36
Reflective Dialogue
37
Friday Planning Meetings
37
Team Planning Sessions
37
Critical Friends' Group
38
De-Privatization of Practice
Creating a Democratic Learning Community: The Case Study of Federal Hocking High School
40
STUDENTS AND THE DEMOCRATIC LEARNING COMMUNITY
CHAPTER FOUR
40
Introduction
40
Students as Decision Makers
42
Active Participation in the Community
43
Directing Their Own Education
46
Creating Democratic Citizens
47
MARSHALING RESOURCES FOR DEMOCRATIC CHANGE
CHAPTER FIVE
47
Introduction
48
The Staff
49
The Students
50
The Parents
50
Outside Resources
52
Leadership Resources
53
Marshaling Resources
CHAPTER SIX THE INSTITUTIONALIZATION AND RENEWAL OF THE
DEMOCRATIC LEARNING COMMUNITY
54
54
Introduction
54
A Covenant
A Charter
55
56
Time and Space
56
People
57
Places
58
A Critical-Study Process
59
CHAPTER SEVEN WHAT ARE THE RESULTS OF CHANGE?
59
Introduction
A Place to Belong and a Place to Grow
61
63
REFERENCES
64
METHODOLOGY
APPENDIX A
APPENDIX B TIMELINE OF CHANGE
65
69
COALITION OF ESSENTIAL SCHOOLS' COMMON PRINCIPLES
APPENDIX C
GRADUATION PORTFOLIO REQUIREMENTS
APPENDIX D
71
72
APPENDIX E
EXCERPTS FROM REPORT TO THE COMMUNITY
10