By James Nehring
Direct from the guts of public university reform, James Nehring bargains a whole travel of 1 constitution school-walking us during the school's imaginative and prescient of studying, the daily demanding situations, the numerous achievements, and the teachings realized. From the original point of view of college imperative after which full-time instructor, Nehring takes us deep into the Francis W. Parker constitution crucial university, offering infrequent perception into the strategic matters excited about launching a brand new university. This attractive narrative is bound so as to add credibility and thought to all people who are attracted to studying how constitution faculties function and the way public schooling should be renewed within the method. The message of this booklet is right now uncomplicated and profound: constitution faculties paintings!
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Additional resources for Upstart Startup: Creating and Sustaining a Public Charter School (Series on School Reform, 34)
Example text
Serving in the role of principal-teacher while still defining the position. I have had to sort out what I am expected to do, what I should do even if no one expects me to, what I shouldn’t do even if someone expects me to do it, and in various ways attempt to justify why something should be in or out of my job description. My natural tendency is to say yes, I’ll take care of it when presented with a task. I am learning that in the interest of serving this school well, I can’t always do that. 3.
Laura (our director of student services) and I are questioning Mark about his actions: vigorously swinging a broomstick in a crowded hallway. “Me and Jeff were just fooling around,” he says. “We were playing swords, you know. We weren’t really fighting. ” “Yeah, but you did,” I respond. “Yeah, but like, we didn’t mean to. ” I ask. ” I ask. ” asks Laura. “Okay . . ” “But Mark, it isn’t just the so-called bystanders who can get hurt from your pretend swordplay. ” “True,” Mark reasons. ” I ask. ” “Right.
Teachers seemed reluctant to speak. Students defensively asserted the right of their classmates to free speech. The meeting went badly. We disbanded, and as we disbursed, the adults were openly questioning our earlier conviction. The meeting, intended as a confrontation, a bearing of witness by the faculty to a standard of decency, had exposed a division among the adults and clearly between the adults and their students as to what the standard ought to be and how it ought to be derived. The meeting had assumed a culture in which the adults carry with them a certain authority: The adults may, in at least some instances, stand together and in effect tell the students what ought to be.
