The Learning System, Spring 2012 , Vol. 7, No. 3
Community schools boost teacher and principal satisfaction
Teacher satisfaction has reached its lowest point in 22 years, according to the new MetLife Survey of the American Teacher: Teachers, Parents and the Economy. Meanwhile, the community school model is continuing to grow in popularity, thanks in part to its high rate of student success and teacher satisfaction. While the focus of community schools is on students and their communities, a close examination reveals three key elements that contribute to teacher and principal satisfaction while aligning with principles of high-quality professional learning.
By Anthony Armstrong
Advancing the standards: Develop a community constituency for professional learning
Understanding the value of professional learning requires that school system leaders take intentional, thoughtful actions to build constituencies for increasing the knowledge, skills, dispositions, and practices of all stakeholders, including educators, administrators, and school board members. Read what steps school system leaders can take to engage their systems and communities in understanding and supporting professional learning.
By Hayes Mizell
In practice: Maryland emphasizes the value of family and community involvement
Ann Chafin, assistant state superintendent for the state of Maryland, shares how her state is building partnerships with families, community members, and stakeholders. Read how the Maryland Parent Advisory Council is helping the state reach its goal of increased family and community involvement.
By Valerie von Frank
Tool: Evaluate district partnerships using the Standards for Professional Learning
While partnerships exist for a variety of purposes, such as implementing community schools, establishing mentors, or developing communications, the most valuable ones include advancing professional learning for all educators. Use this tool to evaluate how well current or potential district partnerships support high-quality professional learning.
