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Comer School
Koala(Wang Zhen)
Emily(Jiang Yan)
Melody (Li Xiuhua)
Selina(Tong Lingtiao)
Amiee(Li Minlim)
The program promotes the collaboration of parents, educators, and community to improve social, emotional, and academic outcomes for children that, in turn, helps them achieve greater school success. His concept of teamwork is improving the educational environment in more than 500 schools throughout America.
WHAT IS IT?
James Comer's School Development Program, also known as the Comer Process, is intended to improve the educational experience of poor minority youth. Improvement is attained by building supportive bonds among children, parents, and school staff to promote a positive school climate.
Social background
lack of developmental support in their homes and communities
expect all students to meet the high standards dictated by today’s workplace and citizenship needs
tracking and lowered expectations of minority and ESL students.
Three principles underlie the Comer Process:
1. Three Guiding Principles:"NO FAULT“builds trustbe truthfulbe direct with respect2. COLLABORATIONcreates opportunities to address•power issues•personal feelingscreates process for the team to move forward3.CONSENSUSlisten to all sideslet go of your own opinionsupport team agreement
•physical, • cognitive, • psychological, • language,• social, • ethical.
six developmental pathways
The SDP school community uses the six developmental pathways as a framework for making decisions that will benefit children. In schools using the Comer Process, far more is expected from the students than just cognitive development
Basic framework
develop a comprehensive school plan, set academic, social and community relations goals coordinate all school activities, including staff development programs. create critical dialogue around teaching and learning and monitors progress Members of the team include administrators, teachers, support staff and parents.
1.The School Planning and Management Team
promote desirable social conditions and relationships. connect all of the school’s student services, facilitates the sharing of information and advice, addresses individual student needs, accesses resources outside the school and develops prevention programs. Serving on this team are the principal and staff members with expertise in child development and mental health, such as a counselor, social worker, psychologist, or nurse.
2.The Student and Staff Support Team
involve parents in school developing activities support the school's social and academic programs.select representatives to serve on the School Planning and Management Team.
3.The Parent Team
Related approaches to school restructuring include Henry Levin's Accelerated Schools and Robert Slavin's Success for All. All three approaches use staff collaboration, parent involvement, and expectations of high student achievement to improve schools. Where Levin's program focuses on providing an enriched and accelerated curriculum for disadvantaged students, and Slavin's program stresses cognitive practices that increase learning, the Comer Process emphasizes improved school climate.
How does it compare to similar programs?
Curriculum setting
A social skills curriculum of Inner-City Children.
Four bases of curriculum social forces, human development, learning, and knowledge.
Organize schools around child development.
The Comer Process is a type of school management that allows the staff, parents, and the community to have input in the decision-making process.
What is it?
Social background
components 6 developmental pathways 3 guiding principles· 3 teams 3 operations:
Comprehensive School Plan Assessment & Modification Staff development
Model of the Comer Process
Assessment & Modification
Staff Development
Parent Team(PT)
Student & Staff Support Team
(SSST)
School Planning &
Management Team
(SPMT)
Comprehensive School Plan
Child & Adolescent Growth along the Six Developmental Pathways
Guiding Principles
Relationships
comparing
Curriculum setting
Successful model
Child & Adolescent Growth along the Six Developmental Pathways
Guiding Principles
Relationships
Consensus ·· Collaboration ·· No-fault
Parent Team(PT)
School Planning &
Management Team
(SPMT)
Student & Staff Support Team
(SSST)
Comprehensive School Plan
Assessment & Modification
Staff Development
Physical
Cognitive psychological
Language
Social
ethnical
cognitive
•Academic learning
•Class performance
•Flexibility of thought
•Acquisition, application,and generalization of knowledge
•Ability to make meaning of the environment
psychological
•Self-worth
•Self-awareness
•Emotional management
•Scholl adjustment
•School adjustment
•Academic self-concept
language
•Competency in expressive and receptive language•Situationally appropriate language•A bridge for relationship building•A tool for self-reflection and learning
social
•Empathy
•Appropriate conduct
•Social competence in diverse settings
•Ability to interact well with people of all backgrounds
•Friendships
•relationships
ethnical
•Respect for rights and integrity of self and others
•Making choices based on self-interest and the collective
•Conduct that promotes fairness and justice
•Commitment to the well-being of the community
Curriculum, instruction, and assessment
Social and academic climate goals
Sharing of information between school and community
Comprehensive School Plan
Periodic assessment creates new information & identifies new opportunities; permits orderly change or adjustment.
Assessment & Modification
Created by needs identified in goals of the Comprehensive School Plan.
Staff Development
Based on the training and information needs of staff and parents.
Social backgroundLack of developmental support in their homes and communities
Lowered expectations of minority and ESL students.
Expect all students to meet the high standards dictated by today’s workplace and citizenship needs .
2. COLLABORATION • creates opportunities to address • power issues • personal feelings • creates process to move the team forward
Three Guiding Principles
3.CONSENSUS • listen to all sides • let go of your own opinion • support team agreement
Three Guiding Principles
Basic framework
• Develop a comprehensive school plan, set academic, social and community relations goals
TheSchool
Planning and
Management
Team
• Members of the team include administrators, teachers, support staff , parents, and a child development specialist.
• Coordinate all school activities, including staff development programs.
TheSchool
Planning and
Management
Team
• Create critical dialogue around teaching and learning and monitors progress
TheSchool
Planning and
Management
Team
• Develops prevention programs. Team members should have expertise in child development and mental health.
The Student and Staff Support Team
• involve parents in school developing activities
The Parent Team
• support the school's social and academic programs.
• select representatives to serve on the School Planning and Management Team.
Focus on providing an enriched and accelerated curriculum for disadvantaged students
How does it compare to similar programs?
Henry Levin's Accelerated Schools program
• Comer Process emphasizes improved school climate.
Comer Process
All three approaches use staff collaboration, parent involvement, and expectations of high student achievement to improve schools.
Curriculum setting
A social skills curriculum of Inner-City Children.
Four bases of curriculum social forces, human development, learning, and knowledge.
Organize schools around child development.
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