12/28/2023 0 Comments Ultimate air shuttle careersACCEL attributes the improvement and growth at its Turnaround Schools to the ongoing and embedded professional development and coaching that principals and teachers receive daily. ” Summer Institute is just the beginning of the principals’ journey. We weren’t doing it well enough before ACCEL. From the way, students were greeted in the morning, to the instructional expectations of teachers, to how students lined up for lunch. Mike Jaissle, the principal of West Park Academy, who took part in the Summer Institute, remembers, “That summer was very intense, very hard, but it pushed me to rethink everything we do at our school. As such, empowering principals to clearly articulate what their ideal schools will look like (as well as having them plan and precisely articulate how they will lead that change) is crucial. ACCEL’s Turnaround Schools do not have the luxury of implementing a single academic model because the schools all face different and unique challenges. During this time, principals get the support they need to re-envision their school’s culture and academic framework. “The only way to consistently and sustainably increase student learning and improve the social-emotional growth of students is by investing in the people who work with them every day.”ĪCCEL’s intense support starts with all Turnaround School principals participating in a multi-week Summer Institute. “There is no silver bullet in education,” says Comanducci. Coaching has shown to be a key strategy in improving practice for both teachers and principals. The second greatest impact is an effective principal in every school since principals play a critical role in school culture and providing consistent, meaningful feedback to teachers. Research has been very clear for decades that the greatest school-related impact on student achievement is an effective teacher in the classroom. Instead of a single academic model, ACCEL’s school turnaround theory of action is rooted in deeply supporting and coaching its principals and teachers. ![]() The Turnaround Schools are overseen by Superintendent Mark Comanducci, whose team faced the daunting task of improving schools that had some of the lowest school performance scores, student proficiency rates, and student attendance rates in the state of Ohio. ![]() In just over two years, ACCEL’s portfolio has grown from 22 to 37 schools in Ohio.Īmong these are nine Turnaround Schools, which before ACCEL were historically underperforming and underserving their students, families, and teachers. ![]() Instead, the boards of directors of various charter schools across the state asked ACCEL to take over the management of their schools. Unlike many educational organizations managing and overseeing charter schools – often called community schools in Ohio – ACCEL did not start with one school and then slowly grow. IN 2015, THE EDUCATIONAL landscape in Ohio shifted with the creation of ACCEL Schools (ACCEL).
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