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Role Group Strategies:
Teachers
Advocate for Class Size Reduction Initiatives.
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How Class Size Makes a Difference
Egelson, P., Harmon, P., et. al. (2002). Regional Education Laboratory at SERVE.
http://www.serve.org/rsi/images/HCSMAD.pdf
The report summarizes class-size reduction efforts across the Southeast and includes detailed case studies of class-size reduction efforts at Draper Elementary School and Burke County schools in North Carolina. The authors provide recommendations for successful implementation, program design, and professional development.
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ASCD Capwiz Advocacy Toolkit
Association for Supervision and Curriculum Development. (2004).
http://capwiz.com/ascd/home/
These pages help those interested in education reform become involved in the policy-making process. The site provides links to elected officials, tracks current issues and legislation, and highlights important elections and candidates. It also includes a feature that identifies the major media outlets serving every zip code and allows users to send an advocacy email directly from this site.
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Making the connection: A guide to involving policymakers in a community dialogue on education
Guzman, J., Mutchler, S., Pan, D., and Pollard, J. (2000). Southwest Educational Development Laboratory.
http://www.sedl.org/pubs/policy93/policy93.pdf
Engaging policymakers in dialogue on education is a practical action step that communities can take to influence school reform. This resource provides step by step instructions on creating effective community dialogue on education issues.
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Teachers
Support alternative class schedules that reduce the overall student loads of teachers.
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One School’s First Step: Changing the Schedule to Get the Numbers Down.
Kushman, Kathleen. (1991). Horace 7.5.
http://www.essentialschools.org/cs/resources/view/ces_res/13
Without lengthening the school day or year, Iroquois High School rearranged its schedule so that teachers see fewer students and spend more time teaching. The schedule consists of three 100 minute blocks and one 70 minute lunch and activity period. Classes that would normally last one year are compressed into one semester with the longer block periods. The article includes a sample schedule and compares it to a traditional schedule.
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Gustav A. Fritsche Middle School, Milwaukee, Wisconsin
http://www2.milwaukee.k12.wi.us/fritsche/block1.html
This school’s website provides detailed information on their use of block scheduling. It lists observed benefits in terms of school climate, classroom issues, and curriculum, and provides a comparison of time on task under the block schedule and under a traditional schedule. The site also includes a detailed profile of the school’s demographics and a four-year timeline that outlines the process of fully implementing block scheduling at the school. Scheduling grids for each grade during the 2004-2005 school year are also available.
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Scheduling Alternatives: Options for Student Success
Fager, Jennifer. (1997). Northwest Regional Educational Laboratory.
http://www.nwrel.org/request/feb97/index.html
This online booklet explores block scheduling, four-day school weeks and year-round school. For each of the three areas, the authors explain the potential benefits of that system, some concerns, and ideas for successful implementation. The booklet includes specific examples of schools that have moved to block scheduling, a four year school week, or year round school. Each example contains contact information, program information, observed outcomes, and keys to success.
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