America’s Educational Crossroads: Continue Widening the Achievement Gap or Make a Seismic Shift Forward into the 21st Century
Readers may at times find some of the terrain of this book a bit uncomfortable. I derive no benefit from dwelling on old wounds. However, it is necessary to examine factors that contributed to the poor quality of education in our public schools—including many reform efforts that were tried and failed—before proceeding to an education renewal plan proposed in America’s Educational Crossroads. It’s time to consider how a seismic shift can improve educational outcomes for all students.
We have witnessed advancements across industries that are currently thriving due to their willingness to invest in innovative changes. Our public education system needs to be on par with the growth achieved by other industries. America’s Educational Crossroads proposes overhauling our current public education system so we can make it a more prosperous educational experience for every student. One example of what a 21st-century education renewal plan could look like is the Collaborative High School Campus Model featured in a video. The model illustrates the benefit of new schools fully resourced to ensure the achievement of a commitment to equity and quality education for all students.
Having equitable policies that enable all students to achieve at the highest academic standards while cultivating an environment that fosters healthy maturational social growth is the foundation of the education renewal plan proposed in America’s Educational Crossroads. Other equitable resources for improving academic performances in all schools will be shared in two future educational books—Cultivating Exceptional Classrooms and Changing Misconceptions about the Principal’s Office—slated for publication in 2023 and 2024. All three books identify resources and road maps we can follow to help students achieve at the highest academic standards, develop skills that foster healthy social development, and develop job skills that will prepare them for future careers of their choosing.
It is my hope that those who read my books and view the video will conclude that achieving improved outcomes begins with a willingness to imagine a new education system committed to ensuring all students succeed in school.
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Cultivating Exceptional Classrooms: Unmasking Missing Links to Achieve Quality Education
Reversing the recent trend of teachers leaving—or contemplating leaving—the profession will require a different form of resources to convince them their concerns have finally been heard. The plight of all teachers feeling overwhelmed while aspiring to do their job at the highest level can no longer be ignored. Cultivating Exceptional Classrooms reveals measures that can be taken to stem and reverse the cycle of early departures from our classrooms. Installing teacher-centered professional development resources consisting of highly skilled and qualified specialists to help teachers advance along their professional learning curve will improve learning outcomes for students and help schools retain the services of their most valued resources in classrooms.
Changing Misconceptions About the Principal’s Office: A Lifeline for Teachers When the Cavalry of Support Doesn’t Arrive
Changing Misconceptions about the Principal’s Office provides a trove of resourceful ideas, strategies, and tools to help novice and seasoned teachers become self-reliant in effectively managing the social and instructional responsibilities within their classrooms. No need to always rely on others who reside on the other side of the principal’s door. In fact, principals tend to be unenthusiastic about intervening. First-year teachers have the false impression that principals can draw from various strategic-intervention models in their arsenal of experiences with resolving behavioral issues. However, trainings in prevention, de-escalation, and intervention techniques are in short supply for their school leaders too. Changing Misconceptions is also a useful resource for school leaders who face circumstances similar to those of their teachers. They too have requested assistance from their district leaders, but discovered the support they were promised either arrived too late—or was ill-suited to deal with the challenges they faced.