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Running Head: SMALL LEARNING COMMUNTIES
Small Learning Communities
Chad Hedderman
South DakotaStateUniversity
Fall 2008
Principalship EDAD 707
Dr. Gus Scully
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Small Learning Communities
The freshmen year can make or break most students. It is the bubble year for many kids where they may learn to work hard and graduate or begin the gradual decline to dropping out of high school. It is the year that students learn good study habits and when they start taking classes that will prepare them for their future careers. During this time students are given more responsibility and begin to mature into an adult. It is this freshmen year that is so important for the success of students in high school and beyond.
There have been many changes in education. Schools are now being held accountable with the introduction of No Child Left Behind, technology is changing they way teachers are teaching, special education is changing, societal issues, title IX, and the competitiveness of a changing society are all affecting schools. With so many changes taking place in education it is important that high schools change to meet the needs of the students. Roberts (1993) stated that 60% of students who eventually dropped out of high school failed at least 25% of their ninth grade courses. Some of the key components that contribute to students dropping out of school include a lack of positive relationships with teachers, attendance and behavior issues. They also failed a core class and struggle taking classes with younger students.Retained ninth graders often have a ‘communicable disease’ and they infect first-time ninth graders. Small learning communities were developed to help transition students from the middle school to the high school to prevent drop outs and encourage student growth.
Small learning communities, or ninth grade academies, are a group of teachers who share a common planning time and work in teams to help students achieve success. The students are also grouped in teams and will share all core classes as a team. Students in teamed situations are less likely to fail and more likely to find successful experiences (Chowdhury, Endres, Lanis, 2002). The teachers meet every day during their planning time and work as a group to identify strategies that will be successful. They share common rules and expectations and will work to identify struggling students early on to take the necessary steps to insure the success of each student. The team approach enables teachers to effectively individualize and cultivate strategies for improved student behavior and academic success. Small learning communities heighten teachers’ shared sense of responsibility for students’ learning (Green, 2003). The teachers provide an environment of respect, structure, consistent discipline and academic rigor. Having a common planning time will allow the teachers to discuss the behavior, not the person, and propose solutions. Small learning communities are designed to improve the overall success of each student, while improving attendance, behavior and grades. The main goal is to make better tenth grade students and get them ready for better high school experience.
Small learning communities help transition students from the middle school to the high school. They help to reduce the drop out rate of high school students by allowing them more chances to succeed at the freshmen level. By implementing a team approach the students will take on more responsibility and the teachers can collaborate together to ensure success. It will help to increase communication between teacher and parents, and between the staff. By having a common planning time the parents can meet with all teachers at one time to discuss the needs of anindividual student. It allows the teachers to work on multidisciplinary projects together, and develop work based learning opportunities. Small learning communities allow the teachers to build better relationships with the students and will provide for more consistency between the classes.
Small learning communities are designed only for true freshman. In high schools with block scheduling the entire core classes are split during the 90 minute block. This will enable the students to take the core classes the entire year. The elective classes are consistent with the rest of the block scheduling in the high school and the students will not be in their selected teams. The students can choose any elective class allowing them more flexibility in the career cluster of their choice. This enables the students to transition slowly from the schedule at the middle school to the block schedule at the high school. Students will stay together as a team for all core classes but will share lockers, electives, and lunch with the rest of the student body.
Teachers are the key in making any ninth grade academy, or a small learning community a success. The teachers who make up the small learning communities must have a history of working positively with students and have a strong desire to work in the school. They are able to create relationships easily, and know how to make the students feel important. Theses teachers know how to help students find their own value and make them feel important. The teachers in the small learning communities will use instructional strategies and assignments to move standards into the classroom. They must be willing to take a leadership role in the discussion process of the students, and must work with the team in establishing consistent classroom rules and student expectations. Minzell (2003) states that if the personalities, values, and content knowledge of teachers do not blend to accomplish specific learning goals, teaming will frustrate teachers and students will not benefit.
The role of the administrators and counselors must also change to make the small learning communities work. The counselor must work with the middle school during the eighth grade year to establish report and establish communication lines with students and parents. It is also important that the eighth graders spend some time visiting the high school before their freshmen year to become oriented. “School counselors should become leaders in school improvement by taking steps to align their programs and practices with national standards” (James, ). School counselors should help assist students in career cluster planning by the end of the freshmen year. Thisallows the students to take ownership in their own education by knowing what classes they will be taking over the course of their high school career. School counselors will also work out advisory programs and life skill lessons for all students in the small learning communities. The role of the administration also changes. They form the vision for the small learning communities. They become more of a facilitator and look at teacher assignments and assessment as well as student work. They must find time to meet daily with the teachers to discuss learning and behavior strategies. The administrators provide trust and desire to teach for all members of the community. They initiate the collaboration of the daily meetings and follow up with all students and parents.Administrators are the leaders in the discussions and finding what strategies work best with different students. In the small learning community the teachers and administration are seen as equals and work together for the success of the students.
I believe that small learning communities will increase student achievement. It is an effective way to transition students from the middle school to the high school by slowing changing their school routine. Having small groups of students together for all core classes will promote leaders to emerge and followers to know their role in the classroom. Students will be more engaged and comfortable in the classroom because relationships will be built with the other students. They will speak out more and should build a better relationship with their teachers. The teachers benefit because they will collaborate and learn what teaching strategies work with different students. Have a common planning time and working as a team will promote a unified teacher system in the school. I believe that having administrators meet daily with the teachers will increase accountability and promote positive interactions with parents and teachers. It will provide more contact time with the counselors to discuss career cluster choices, life skills, and test taking strategies. I believe it will establish an open communication link between the counselors and students which will benefit the all students. I believe anytime that teachers can sit down to discuss what is best for the students, positive things will occur.
Howe (2008) states that this millennial generation is a team oriented generation. Today’s students need to be challenged and directed. Today’s millennial generation needs small learning communities to succeed in today’s society (Howe, 2008). SturgisBrownHigh School instituted small learning communities for the school year 2008-2009. Office referrals have declined from 21 incidents, at this time last year, to 14 incidents this year. Attendance rate have increases to 95.84%, the highest in the past five years. The number of freshmen failing a class has declined to 15.1%, the lowest in five years. A survey was conducted to all freshmen students this year. In the survey 79.7% agreed or strongly agreed that they knew how to communicate with their teachers. When asked if their teachers provide them with opportunities to become a successful learner, 73.4% agreed, and 83.5% of students felt they could ask adult for help when they did not understand a concept or idea. Of all the freshmen surveyed at SturgisBrownHigh School, 98.6% agreed or strongly agreed that they know what is expected of them in class. High school counselor Dadra Avery said, “I know the ninth grade students better now then I ever have before. I love getting into the classroom and working with the kids on life skills.” When interviewing a student about the small learning communities he said, “I like the fact that teachers are always asking me about me.” Assistant Principal Don Lyon said, “Office referrals are down and having a common planning time enables the teachers to talk about what is best for the students.” Even though the small learning communities have added more work to the teachers involved they all are happy with the results and feel they are making a difference in the lives of the young students.
Students today are growing up in an age where they are plugged in and they need instant responses. They are dependent on their parents and friends. Teachers need to be more involved in the actual person behind the desks, not just the content they are teaching. Small learning communities can offer that by connecting the teacher to the student. Students will be more comfortable in their learning surrounding and will learn to work as a team. Small learning communities are the right step to help increase student achievement and getting students ready for their next three years in high school.
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References
Avery, D. (personal comunication, December 1, 2008).
Green, N. (December, 2003). Professional Learning Communities. 1-9. Retrieved December 2, 2008 from 32
Chowdhury, S., Endres, M., Lanis, T. (2002). Preparing Students for Success In Team Work Environments: The Importance of Building Confidence. [Electronic version]. Journal of Managerial Issues, 14. 32
Howe, N. (Speaker). (December 5, 2008). Millennials in the Workplace [CD]. Charlotte, NC: Association for Career and Technical Education. 5
Hughes, L. W., & Norris, C.J., & Ubben, G.C. (2007). The Principal: Creating Leadership for Excellence in Schools (6 ed.). Boston: Pearson Education, Inc. 6
Lyon, D. (personal comunication, December 1, 2008).
Minzell, H. (May, 2003). Middle School Leadership Team Retreat.Corpus Christi, TX., Retrieveed December 3, 2008 from