School development in practice: learning communities Maheshwari Shubha*, Sharma Seema, Chatterjee Angana Amity Institute of Education, Amity University, Noida, India *Email: shubhamaheshwari76@gmail.com
Abstract It is a big challenge to understand the development and effectiveness of schools in relation to the improved quality of teacher performance and student performance. In the present study, it has been investigated that how schools in Vrindavan develop and change over time. The schools in the study are 9 primary schools and 1 intermediate school that have made deliberate efforts to bring about positive improvement over 3 to 5 years up to 2001, Data collected in the first phase, in 2001, included school documentation on school policy, operation and student achievement. The principal, the literacy leader, the science leader, 3 other teachers, the school secretary or office manager, a teaching support staff member, the chair of the board of trustees, and a group of parents were interviewed. A survey was conducted on Year 4 and Year 6 or Year 7/8 students on their feelings about school, also teachers and support staff were surveyed about their views of the school, and change over the last 3 to 5 years. We came back to the ten schools in 2004, to examine the extent of change, and what involved in improvement over time. We also sought views on school improvement held by experienced school sector personnel, including government officials, organization representatives, and teacher educators who work with schools on their development. It was found that 10 schools had unique histories, they operated within local contexts, setting their own priorities and following distinctive patterns of development. Top Keywords Practical Scool Development, Learining Communities. Top |