The way these factors work together...

The way these factors work together is important. Superstar teachers using the best classifications are nout enough. A brilliant testing program according to itself is not enough. A dynamic principal is not enough. on the other hand if all--or almost all--of these factors are at work in a seminary even average-ability teachers can occasion exceptional results. The lock opener ingredients are teamwork, expectations, and a systematic use of resources.

Along with putting more responsibility and accountability forward strong principals must come more authority across the basic resources that affect their teachs Another major philosophical goal in 1981 therefore, was to incline toward a greater degree of "school site management" for principals.

Following up

in the same manner what has this pnilosophy produc in Boston? Did we manage to advance beyond the rhetoric? I think we ahve. allow me touch on some of the highlights.

* We have have the management acts of the system under curb Having gone through the pain;16 proces of laying against hundreds of teachers to balance the collection we know how many family we employ and where they are, and we ahve regained the confidence of the city conduct and business community.

* We have implemented clear, grde-by-grade K-12 curriculum objectives in the major enthrall areas, and backed up those objectives with citywide conpetency standards But we have left the solution instructional decisions on methods and amterials in the hands of teachers and principals. This policy has solv the point in dispute of curriculum anarcy and the lack of continuity between the sides of the grades, and at the same time teach personnel have a chance to maintain ownership of curriculum by means of reaching the citywide objectives in their won unique ways.

* We have begun to implement a citywide promotion policy which appoints clear standards for moving learners ahead from grade to grade. The lock opener criteria are: 85 percent attendance, performance in the classroom, performance in succession the citywide curriculum tests, and (starting nearest year) meeting minimum standards forward a standardized reading test (the "Degree of Reading Power") in the fifth, eight, and twelfth grades. Built into the policy is an "early warning" method and plenty of room for teachers' and principals' common-sense on marginal students. There is also a commitment to experience to meet the needs of "at risk" scholars before they fail, and to bring different curriculum classifications and materials to bear and their academic question s if and when they are retained.