Part 3: Final Imagine IT Report
Even the best laid plans often go awry. There is a similar quote to this statement, but it clearly is representative of my project. I started with an idea about something completely different from which it morphed. This was all due to student and community input, and this input led to the increased role of students and parents in the success of my school. Many parents accepted the invitation and volunteered much of their time serving in some capacity at school; and students took leadership roles at school functions, and petitioned for changes to be made and more opportunities to be allotted for activities of interest to them. These ideas in conjunction with the ideas of teachers and administrators have helped usher in more excitement and greater sense of pride at school.
Many of the teachers I collaborated with are pleased with the changes, yet a few are hesitant because they feel they are losing some of the control about the direction of the school. The students are overwhelming positive, although they are pushing for more activities and freedoms. The parents are a mixed bag - some commented that not all parents should be involved, and that they are quite a few that should in know way be contacted. This speaks to the struggle in the community, but is not indicative of our efforts.
The breakdown of society has placed the teachers on the front line in a different way. Far too many children are coming from broken homes and are filled with hurt and anger. And many of these students bring their issues to school and, unfortunately (mainly would argue unfairly), a disproportionate amount of these students are concentrated in the same classrooms. This is particularly true in large swaths of the city, and this has transformed the role of the teacher in these environments from instructor to educational social worker. Student learning is not fully maximized because much time must be spent to address social and emotional needs. It is essential for schools to connect with parents and community leaders to form a partnership in shaping of the lives of the kids. They must be nurtured at a young age so they will develop a sense of self-worth, an excitement for school (and understand its importance), and have hope for the future in spite of the obstacles. And outside organizations must be leveraged for support. This is especially true as CPS deals with budget difficulties.
Many of the teachers I collaborated with are pleased with the changes, yet a few are hesitant because they feel they are losing some of the control about the direction of the school. The students are overwhelming positive, although they are pushing for more activities and freedoms. The parents are a mixed bag - some commented that not all parents should be involved, and that they are quite a few that should in know way be contacted. This speaks to the struggle in the community, but is not indicative of our efforts.
The breakdown of society has placed the teachers on the front line in a different way. Far too many children are coming from broken homes and are filled with hurt and anger. And many of these students bring their issues to school and, unfortunately (mainly would argue unfairly), a disproportionate amount of these students are concentrated in the same classrooms. This is particularly true in large swaths of the city, and this has transformed the role of the teacher in these environments from instructor to educational social worker. Student learning is not fully maximized because much time must be spent to address social and emotional needs. It is essential for schools to connect with parents and community leaders to form a partnership in shaping of the lives of the kids. They must be nurtured at a young age so they will develop a sense of self-worth, an excitement for school (and understand its importance), and have hope for the future in spite of the obstacles. And outside organizations must be leveraged for support. This is especially true as CPS deals with budget difficulties.