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21st Century Teaching And Learning Culture Provides Trust, Collaboration, Respect

1184 words - 5 pages

The developed approach of the 21st century teaching and learning environment provides a good model for other public schools with low performance and non-adequate yearly progress (AYP) to apply. This model is considered to deal with different issues by developing specific concepts such as trust, collaboration, respect, and other positive relationships between school members. It gives the urban high school a solid foundation to overcome its problems and be prepared to adopt a change.
The traditional overview process of reforming the school culture is different from the process of the 21st century teaching and learning reforming model. According to Hinde (2003), “Traditionally, schools do not ...view middle of the document...

Teachers have the right to express their opinion without being afraid. They share their positive experiences to benefit others. This is due to the positive environment that is full of high level of trust, respect and collaboration between the principal and teachers. The positive relationship between staff would lead them to share their experiences and advice which would help non-AYP school teachers to apply different teaching styles to help their students learn and pass the state tests.
Besides having a model that has a clear vision, goals, and care about school members’ voices, it is important to have sufficient time to learn and understand the process and policy of change (Hinde, 2003, The need for time and professional development, para. 5). In the urban high school 21st century learning model, the activity such as drawing a chronological lifeline would give the teachers some time to realize and engage with the change. Since all students under the No Child Left Behind Act are required to take the state tests, even Limited-English Proficient (LEP) (Stump & Kelly, 2006, p. 3), the professional development and teachers’ process of knowing their students, their families, and their backgrounds would strengthen their relationships. This positive relationship would affect the students’ level of achievement.
The role of a principal in building trust in the process of change would help teachers and students to believe in adaptation. Adaptation considered as an important tool for a school principal to overcome difficulties (Fiedler, 2008). Changing the classroom environment, the methods of engaging students’ families, and the picture of building a healthy community, would create a positive environment that would help its members to dream about becoming better citizens. Also, since adaptation requires emotion management, time, and effort, it would build staff self-efficacy which would assist them in adapting new changes (Fiedler, 2008). Since the National report card is part of No Child Left Behind Act assessment (Brimley et al., 2011, p. 39), familiarizing teachers with its components and their meaning would affect the students’ result of standardized test on a non-AYP urban high school.
Moreover, administrators usually believe in empowerment, but they do not support it in practice because they believe that employees are not prepared to take new responsibilities (Argyris, 1998, p. 98-99). According to Orr and Rogers (2011), “Organizers today must persuade school principals and superintendents that empowerment strategies for teachers and parents will not distract a school from the push for “adequate yearly progress” required by the No Child Left Behind Act of 2002”(p. 47). Therefore, the developed 21st century learning model is emphasizing empowerment by giving teachers and parents a...

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