Sociology

Innovations in the Models for Schools Restructuring

Efforts of schools restructuring in the United States have failed in the previous years due to lack of a concise conceptual model for delivery system which could have allowed for a unified implementation of restructuring. However, lessons learnt from successful corporations using total management quality provided educators with proven approaches to attain quality education through systematic delivery systems and structured models designed to enhance continuous improvement. Teachers assessment practices argued within the spectrum of school restructuring are facilitated by models that enhance significant positive correlation between scores on the alternative assessment scale with scores on the pedagogical change as well as students outcome scales.

The efficiency in school structuring model depends on the effectiveness of the school teams and the entire process of implementing and managing change in a school organization. This paper thus seeks to compare different models for school restructuring by analyzing the characteristics of effective school teams, and the process of implementing and managing change. In addition, the paper will examine models as well as strategies for data driven making its implementation to change, examine the components of educational program that may successfully meet the needs of a diverse society. Finally, the paper will investigate the innovative educational projects initiatives.

Different Models for School Restructuring
Schools restructuring models essentially fosters the capacity for teachers to become leaders. In order to develop leadership skills, information on student improvement from standardized test scores, students attendance rates and school performance rates were used to compare the overall achievement of school restructuring in early 1990s. primarily, the models used for school restructuring are fall within the spectrum of utilization of the inquiry process, the action plans developed and implemented to improve student learning, and the improvement of scores on states and nationalized tests as well as attainment and schools accountability report cards. These tools are thus the building blocks for creating teacher leadership within schools (Noll, 1999).

In addition, tracking and ability grouping is another model for school restructuring. This model was implemented as way of providing education to all students while at the same time attending to the needs of various groups in the population. Noll (1999) holds that differentiation in this model leads to the expression of dominance by the powerful over the weak ones in the society and thus employing this model in school restructuring may exhibit the means of reproducing social inequality.

Characteristics of Effective School Teams
In many schools, teachers work in isolation, administrators try to accomplish tasks alone and the responsibility of implementing new ideas falls to individuals. However, according to Noll (1999), working together in teams often is a more effective way to accomplish important tasks. This is one of the primary characteristics of effective school teams. In addition, effective school improvement requires the entire school process aiming the quality of instruction in classroom. So be it as it may, this involves working as a team. It is imperative to note that individual teachers can never promote lasting changes.

Another major characteristic is the collaborative nature of the school organization. It is plausible to argue that with little collaboration, there is evident variation in the performance of pupils. Teams seem to be better at solving problems, include more people who can help implement an idea and have a higher level of commitment.

The process of Implementing and Managing Change
The change management process is geared towards ensuring that there is a common understanding among teachers and students. This involves steps or activities that a change management leader applies. Research postulates that the most effective commonly applied change and the entire process of implementing and managing change follows three fundamental steps (Noll, 1999). It include, preparing for change such that preparation, assessment and strategy development of the instructional design and learning activities is addressed.

This phase involves defining change management strategy, preparing change management team, and developing sponsorship model. In addition, it follows that detailed planning and change management implementation is the second phase and is marked by the managing change. Accordingly, it is imperative to develop change management plans, take actions and implement plans. The third phase is characterized by reinforcing change through collecting and analyzing feedback, diagonising gaps and managing resistance and finally implementing corrective actions and celebrates success.

Data driven decision making and its subsequent implication on change resides on the conceptualization of the nature of teachers work and the attempt to reorganize government systems. Accordingly, Noll (1999) underscores that this involves changes needed in the organizational structure of the school and the central idea of regarding the reforms in schools, by exclusively changing the ways schools are organized. Educators can change the approaches of teachers in teaching by using theoretical frameworks hence increase the opportunity for student learning. The assumption that educators can adjust to the teaching strategies by using the performance data to make decisions regarding instructional development. This uses the differential needs of student only if there is flexibility in choosing instructional material and method.

In spite of the wide recognition by educators and researchers have highlighted that certain paradigms helps in the deciding on whether it is important to teach heterogeneous students while at the same time avoiding discrimination differentiation and segregation. With regard to this, instructional models works effectively in selected findings .The model being opening triads is a periodical regrouping throughout the school year.

As a structural process, opening triads took various forms without much similarity between them. Noll (1999) outlines that this model is based on the teachers reports and classroom observations where students worked out the intended skills. Teachers thus carried out these instructional models to acknowledge its potential and not out of substantial need.

The implication therefore follows that this models help the teachers to construct their own understanding of the policies to be implemented and the discrepancies found between actual curriculum and instructional innovation. These variations in carrying out change in schools, their courses and consequences need to be further explored. educational practitioners should therefore recognize the importance fro leadership to provide the necessary resources fro an optimal change to occur.

Conclusion
From the forgoing discussion, it is evident that school restructuring is imperative to the success of the school by enhancing performing and learning experiences. Accordingly, this should happen within the paradigms of school teams for easier and effective ways of managing change that would successfully meet the needs of a diverse society. Educational institutions should look into the contributions the heterogeneous settings have brought about. In essence, the array of instructional strategies, derived from school reconstruction has been offered.