Adding Equity to College and Career Pathways

Bottoms require “various paths to success” (4) paired with a “growth frame of mind” (5 ), “teacher knowledge” (6) and “professional growth” (7 ). It is essential for both “Boards and System Leaders” (8) to serve as allies instead of barriers or obstructions and fully assistance “Principal Leadership” (9 ).

— Excerpt, Tomorrows High School, ASCD, 2022).

Breaking down conventional barriers and stereotypes that make middle/high school collaboration so hard is vital. It will need an intensive effort– with all “eyes on the reward”– to align the intermediate school curriculum to high school readiness standards for literacy, mathematics, and science, and to create extensive pathways towards success.

Evaluated by Frank J. Hagen.

Recognizing the Role of Middle Schoolin Improving High School Outcomes.

At the other end of the socio-economic continuum, a simple minority of students continue to be prepared for high wage professions combined with increased economic and social success. This conundrum perpetuates the predicament of underserved students.

This is vital to prepare ALL students for financial success and upward mobility in the 21st century. This needs heroic management to not only discover, but deal with the multiple blind spots in todays accepted high school practices. The economic and academic impact of the pandemic period make such improvement even more urgent.

With the ability of a highly trained thoracic cosmetic surgeon, he takes a look at and cuts away at the various failures of current high school practices. He offers a series of proposed modifications to transform existing high schools to schools where ALL students are “challenged to move out of the shallow end of the curriculum into much deeper learning experiences” by weaving together similarly strenuous profession and college alternatives.

Bottoms supplies a series of 9 beliefs that can conquer the existing status-quo complacency so that high schools are transformed to dramatically increase financial opportunity for ALL trainees. These consists of “high expectations” (1) for ALL trainees, and authentic “household engagement” (2) while “helping students develop a clear vision for the future” (3 ).

Tomorrows High School: Creating Student Pathways for Both College and CareerBy Gene Bottoms( ASCD/SREB, 2022– Discover more).

Nine beliefs to transform high schools.

Dr. Gene Bottoms, a veteran leader in profession and technical education, the developer of the High Schools That Work network at the Southern Regional Education Board and winner of the prestigious McGraw Prize in Education, thoroughly analyzes the current crucial practices in many high schools that add to this dilemma as he provides intentional and focused solutions to move from the traditional high school to tomorrows high school!

The connection between middle school and high school is a crucial piece of any districts ability to meet vibrant graduation goals. A mindset prevails in some systems that the mission of intermediate school falls outside the world of rigorous academic preparation– that scholastic learning is a responsibility best left to the high schools, while educators in the center concentrate on the shift through adolescence.

Why is it that our high schools presently perpetuate the traditional practice of picking and sorting the majority of trainees for low wage professions with long shot for economic success or upward movement in the 21st century?

The most effective intermediate schools comprehend that their emerging adults need to be totally equipped for an effective life which students can not take a detour around severe research studies for 3 or 4 critical years.

Nobody argues that teenage years is a tough time, and middle school educators have a crucial role in supporting youths through this stage of advancement. But, as highly successful middle-level instructors have shown, that role can be fulfilled while likewise supporting and preparing trainees in grades 6 through 8 for extensive high school studies that cause many trainees graduating ready for some level of postsecondary education.

Bottoms, who also established the Making Middle Grades Work network, does not disregard the crucial function of the upper middle grades in supporting these improvements by broadening and deepening math and literacy learning. This excerpt mentions his outlook succinctly.

Each of the 9 beliefs alone is not enough to deal with the existing state of high schools. However, together they form a synergistic model for change adding to student success in the classroom and, ultimately, economic success and status seeking in the 21st century.

What Do We Truly Want for All Students?

In Tomorrows High School, Gene Bottoms presents a lucid summary of what requires to occur and why it must occur sooner rather than later. He asks educators to stop, go back from today, and take this pledge: “We will totally prepare and graduate every student so that she or he is ready for postsecondary studies and career opportunities resulting in a financially, socially, and critically rewarding life.”.

Frank J. Hagen is a retired school principal who currently teaches school management courses at Wilmington University where he has taught for the previous 20 years. He was a highly effective school principal in both Delaware and Maryland for over 24 years and was picked as Delawares School Principal of the Year in 1993.

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Throughout his career, Frank has actually served on a variety of management committees and presented at nationwide, regional, and local school management conferences consisting of the National Association for Secondary School Principals and the Southern Regional Education Board. He has served in a variety of interim school management positions in choose public and charter schools given that retiring in 2007 as well as talking to McREL International and the Delaware Academy for School Leadership (University of Delaware)

I extremely recommend this book and its Bold Goals for research study and discussion among school board members, district leadership, high school and intermediate school principals, and teacher leaders.

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