Seven Secrets for Teachers to Survive in an Age of School Reform: The Single Most Important Factor to Your Success Is to Get the Principal to Understand That You Can Help All Students Learn and Achieve at Higher Levels!

Just when you thought it was safe to come out of the classroom, teachers hear those two words that instantly spread fear throughout the faculty--School Reform. The words spread like wildfire--and the faculty lounge talk turns to gloom and doom. A new principal, new schedule, Child Left Behind, and now they are talking about smaller schools around themes. Many treat these ominous words as the last straw--or they rationalize that too shall pass! No problem--I'll just wait for retirement, won't affect me one bit, while nothing could be further from the truth! But it does not need to be this way--in fact, it can work to your advantage if you play your cards right. Let's start with some historical perspective. As much as 20 years ago, it was commonplace for technology teachers to find a comfortable niche in the school building because they were the go-to person. Yes, anytime something was in need of fixing or repair, they called on the technology teacher. With the advent of Y2K and computers, that niche slowly eroded to the teachers who could not only fix computers, but configure them, and by the way, can you monitor our network and the school Web site? The importance of the technology teacher went from being able to fix broken tables and chairs to one of high-tech computer maintenance. The first question to ask is whether the technology education teachers in your school made this transition. Along came standards, state assessments, and Child Left Behind (NCLB). You can almost see the smoke coming out of every door in the school--how, what, where, when, and the list goes on. In addition, a new generation of principals replaced the traditional retiring baby boomers. A new superintendent means new directions. Research shows what it takes for students to be successful. Now, all of a sudden, what we thought was important is no longer appropriate in an environment where accountability is the first level of review. So what next? There ARE Seven Secrets that can make what you do valued by EVERY teacher, administrator--and yes--counselor in your school! Be forewarned, it is not an easy road, and along the way you must convince others that what you do is how students learn best, and WILL raise test scores and student achievement. SECRET #1: Smaller Schools and School Reform IS Better--Understand the Concept Over the past 15 years, much research has been reported on the fact that students work better in an environment where: * Small learning environments are a condition for boosting student achievement (Williams, 1990). * School size has positive effects on student outcomes as evidenced by students' attendance rates, frequency of disciplinary actions, school loyalty, use of alcohol or drugs, satisfaction with school, and self-esteem (Raywid, 1995; Klonsky, 1995). * Studies have confirmed that students learn more in high schools with enrollments of about 600 students (Williams, 1990). * Enrollment size has a stronger effect on learning in schools with large concentrations of poor and minority children (Cotton, 1996). * Research ultimately confirms what parents intuitively believe: that smaller schools are safer and more productive because students feel less alienated, more nurtured, and more connected to caring adults; and teachers feel that they have more opportunity to get to know and support their students (Fowler and Walberg, 1991; Gregory, 1992; Stockard and Mayberry, 1992). * Making schools smaller provides the environment that enables school staff and students to more easily implement and adjust effective practices (USDE, 2001). * Students in smaller learning environments have better attendance, are less likely to drop out, have fewer discipline problems, and many perform better academically (Northwest Regional Educational Laboratory, 2002). This research is the tip of the iceberg in terms of why students achieve higher gains when grouped in smaller learning environments. …