NJ: GRADUATION FOR ALL
Secondary Reform Campaign Platform
We are failing our kids with high stakes testing for graduation. Some young people are graduating without the necessary skills and others are held back because of unfairness in the testing system.
Before any /additional graduation tests are implemented, the NJ Department of Education must certify that all students have access to the qualified teaching personnel and academic support necessary to prepare for them.
We call for:
*Alternative assessment options: as the state moves towards new end-of-course and graduation exams it should allow districts to develop additional local performance assessment systems that support better teaching and learning and could be externally validated by the state.
* An implementation plan for all high school redesign initiatives to be given to schools before any new requirements are made. Such a plan would outline resource requirements, education requirements for teachers, and sample curricula. At the same time, there would be district assessment for “redesign readiness.” The need for such a plan is outlined in A3692/ S2574, the NJ Secondary Education Redesign Review Act.
*An explicit urban secondary reform initiative within the state’s high school redesign efforts. Parents should be on all school-based committees about graduation and performance. Such committees are called for in the NJ School Funding and Reform Act regulations, (N.J.A.C. 6A:13e) .
Wednesday, November 11, 2009
NJ: GRADUATION FOR ALL
Secondary Reform Campaign Principles
Graduation: Every New Jersey school must graduate all of its students. All New Jersey children must be provided with the necessary resources to make high school graduation a meaningful achievement.
Teacher’s Support: Middle and high school teachers need support to help students master rigorous courses and meet high standards. Professional development policies and practices must include capacity building so that teachers are supported and rewarded as they become increasingly effective educators and leaders. Communication between middle and high school teachers must be improved to ease student transition.
Parent and Community Engagement: Parents and community organizations must be meaningfully engaged in any successful education reform efforts. Meaningful engagement is evident at every stage including planning, implementation, assessment and evaluation. Parents and community members must be treated as welcomed partners by school administration and staffs.
Teacher Quality: Students in low performing schools need access to the very best teachers and resources. Concerted efforts must be made to recruit, train and retain teachers who are highly effective and culturally competent so that they can relate and respond to their students and the community in which they are teaching.
Small Learning Communities: Every child should be in a small learning community that fosters a relationship with a professional adult who helps him/her create a personalized learning plan and set goals for academic, career and citizenship success. Children should be given equal opportunities to pursue their interests and develop a love for learning.
Assessment: Every student should be given the opportunity to develop a portfolio of his/her best work. In addition, peer and one-on-ones teacher reviews should be included in graduation assessments.
Secondary Reform Campaign Principles
Graduation: Every New Jersey school must graduate all of its students. All New Jersey children must be provided with the necessary resources to make high school graduation a meaningful achievement.
Teacher’s Support: Middle and high school teachers need support to help students master rigorous courses and meet high standards. Professional development policies and practices must include capacity building so that teachers are supported and rewarded as they become increasingly effective educators and leaders. Communication between middle and high school teachers must be improved to ease student transition.
Parent and Community Engagement: Parents and community organizations must be meaningfully engaged in any successful education reform efforts. Meaningful engagement is evident at every stage including planning, implementation, assessment and evaluation. Parents and community members must be treated as welcomed partners by school administration and staffs.
Teacher Quality: Students in low performing schools need access to the very best teachers and resources. Concerted efforts must be made to recruit, train and retain teachers who are highly effective and culturally competent so that they can relate and respond to their students and the community in which they are teaching.
Small Learning Communities: Every child should be in a small learning community that fosters a relationship with a professional adult who helps him/her create a personalized learning plan and set goals for academic, career and citizenship success. Children should be given equal opportunities to pursue their interests and develop a love for learning.
Assessment: Every student should be given the opportunity to develop a portfolio of his/her best work. In addition, peer and one-on-ones teacher reviews should be included in graduation assessments.
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