High schools that work is an initiative based on improving schools set up on the belief that most students can acquire rigorous studies and skills if school heads and teachers create a surrounding that motivates the students to put more effort in order to excel. It was created by the Southern Regional Education Board after partnering with eleven states. HSTW`s main objective is to partner with schools so as to come up with a culture of continuous improvement where by schools execute a number of plans to provide pupils with an engaging, high quality and conducive learning environment so as to achieve the ninety percent graduation rate with eighty five percent of the learners being prepared for advanced training and different professions (Birman, 2000). HSTW implements research proven tactics to aid nations transform the high schools into institutions where learners get quality education.
In order to achieve these goals, High schools that Work provides learners with different benefits such as providing ways to engage learners socially, intellectually, behaviourally and emotionally. In terms of intellectual support students are trained on working with new concepts, defending their ideas, exploring other solutions and justifying their answers. Learners are able to build their confidence as they try to excel in their academics which is vital in achieving their future goals. Students are given the chance to choose areas they want to further in or projects they want to work on and this helps a lot in engaging them emotionally and as a result it becomes easy for them to relate what they are studying with their lives. HSTW also engages students socially in extracurricular activities, team work, having friends at school and cultivating a sense of belonging to the institution. These activities encourage the learners to stay in school (Lee, 2007).
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HSTW provide quality career that contain academic content as well as skills such as project-based learning. Proficient-level assignments are given to the students and this aids them in critical thinking. Students are offered extra assistance as well as extra time so as to help them in mastering the content. These schools either adopt flexible scheduling, before-school sessions and web-based help. Each and every student is assigned a mentor who helps the learner in setting goals as well preparing a plan together that will assist in achieving those goals (Birman, 2000).
HSTW has a way of engaging parents in the student`s education. Students are encouraged to get involved in productive relationships with each other and also those close to them outside the school, set goals, work on their reading and writing skills and develop study skills as these are the blueprints in acquiring knowledge. School transitions are taken seriously and the school leadership team really works to ensure there is continuous school improvement.
Schools in the HSTW network are made to commit to raising the achievement standards of learners. These schools also work extra hard to make sure eighty five percent of the learners meet the HSTW readiness goals in mathematics and reading as well as ensuring the framework is fully implemented. The HSTW have various practices developed to help in measuring its implementation in the school. The practices include high expectations, quality career, timely guidance, engaging science curriculum, completion of recommended curriculum and literacy in the curriculum (Lee, 2007).
Danielson`s Framework for teaching identifies the tutor’s task as to improve the learner`s learning. This is made possible through three parts that is; demonstration, explanation and showing the components been used. For explanation it illustrates that a teacher cannot explain what he or she does not understand. This means that the instructor must have enough knowledge on the matter so as to be in a position to guide the student sufficiently. This requirement does not consider whether the teacher has structured their lessons or follows the student’s inquiry, the instructors must have knowledge of the connections between the various disciplines as well as the disciplines between them. When the teachers understand what they are supposed to pass to the students it becomes easy for them to achieve some of the key practices of HSTW that is by integrating high expectations in the classrooms by giving the learners frequent feedback. The teachers are also in a position to teach the students the only essential concepts (Danielson, 2007).
The other component of Danielson`s framework which is demonstration is depicted when teachers are able to provide the source of their content to their students in the classroom. For instance giving clear explanations, their knowledge explanations and the way they engage the students as they try to impact skills in them (Alvarez, 2011). This aligns well with the HSTW practices which are actively engaging the students as well as offering extra help. This help to achieve the main goal which is creating a continuous culture of improvement that in turn advances students learning. Showing the components used is helpful as it assists the performance as well as the students learning. Viable methods must be stated in a language that is easily understood besides content and the process used go hand in hand (Danielson, 2007). This helps achieve the career studies, studies are actively involved and teachers are able to work together.
References
Alvarez, M. E., (2011). Danielson's framework for teaching. Children & Schools , 33 (1), 61-63.
Birman, B. F., (2000). Designing professional development that works. Educational leadership , 57 (8), 28-33.
Danielson, C. (2007). Enhancing professional practice: A framework for teaching . ASCD.
Lee, V. E., (2007). Schools within schools: Possibilities and pitfalls of high school reform (pp. 6-24). New York: Teachers College Press.
