A r c h i v e d  I n f o r m a t i o n

The experience at Petersburgh Elementary illustrates that attempts to restructure schools do not always lead to promising organizational changes. The school did not transform as a result of its early efforts. Communication had improved, staff were thinking about ways of improving the school, and some cosmetic improvements were made. Yet there had been no organizational changes that really affected the balance of power in the school. Teaching and learning in the classrooms had changed very little.

Context Located in a relatively poor farming community, Petersburgh serves fewer than 200 students, all white, with a staff of 8 teachers and a principal. Traditionally, the school has not been one of the most attractive to parents, and communication between the veteran principal of 20 years and the teachers has been strained. Over the past year, the school has become involved in a state-initiated reform program that provides for school-based decision making, calls for curricular reforms, and imposes new assessment mechanisms. In addition, at the district's request, the school joined a network of Effective Schools programs that offers technical assistance and training. Minimal Classroom Change The Effective Schools Programs have had little impact on classroom practice. Two instructionally related changes were implemented: an incentives program for reading and a new homework policy. As a result of the new state-initiated reform program, a few curricular changes have started. Teachers are beginning to use writing portfolios and to teach more writing. Teachers in grades 1-3 are using a new manipulatives-based, process-thinking-oriented text. Upper-grade teachers will be trained next year. Despite changes in the state law going into effect for the primary grades, the school is not mixing ages. One period per day, some students switch teachers. Guarded Communications The first major change resulting from the school's participation in Effective Schools was the institution of regular meetings and an increase of regular communication between teachers and the principal. Second, the school has initiated a formal needs assessment process, including parent and teacher surveys. The surveys uncovered three problems: physical problems with the building, poor communication with parents, and little teacher input into school policy. As a consequence, a bus lane was installed, a new teacher lounge built, and the school was cleaned up. Communications were improved by installing a suggestion box whose contents were read at school council meetings. Also, progress reports were prepared for parents. When it came to fundamental changes, however, the principal guarded his turf. Teachers wanted instructional aides, but the principal vetoed their request, indicating that personnel decisions were only within the purview of the principal and the superintendent. Professional Growth The Effective Schools process with its ready-made structure and surveys does provide mechanisms for teachers to pinpoint their concerns and have them heard. At the same time, the teachers do not have access to outside resources to address larger problems.

-###-

[Too Much, Too Quickly: Attempts to Change Edgemont Junior High]

[Summary]