Santa Rita Union School District: On Instructional, Management and Support Goals
The contention made by Doherty and Peters (1983) – i.e., schools are guided by instructional, support and management goals – speak volumes for the practices being consistently observed in Santa Rita Union School District. As a matter of fact, the district school considers these goals to be aspects that bear no little importance in respect to its very existence and continued operation. Santa Rita Union School District prides itself as a leading educational institution which offers equal opportunity to every member of the school community and encourages affirmative action in all aspects of the institution. As indeed, the district school likewise observes a healthy balance between the efficient accomplishments of all professional tasks on the one hand, and adequate care for personal lives of the workforce on the other hand.
Of critical importance to the school’s practice is the proper care which it renders towards its workforce, inasmuch as it seeks to address the challenges to educational instructions. This two-thronged approach, if only to argue, has been articulated well by Innes (2006): “workforce diversity has become an essential educational concern”. Particularly in respect to workforce diversity, Santa Rita Union School District has established an Office for Human Resources, whose ultimate
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Observing these practices, to be sure, does not entail neglecting the accomplishment of other equally important goals. To the contrary, any effective learning institution has to create an admirable unison of the aggregate aspect of effective instruction, management and support within it. This is because, what constitutes the backbone of an effective organization lies in ensuring that “the whole school approach” is working well, and that “high aspects of school life” as well “high quality of staff work” are met (Inclusive Education and Practice, n.d.).
The District School of Santa Rita, I must argue, does well in satisfactorily meeting these instructional, management and support goals. In fact, the school believes that the task of improving the quality of education by ensuring these goals are met is a duty second to none. In particular, the school district sees to it that it assesses and monitors current practices pertinent to its instruction goals. For example, we are currently focusing on reading language arts and mathematics as key subjects for emphasis, in response to the need shown by the students themselves. There is likewise an effort to constantly review students’ Benchmarks, STAR, and CELD scores.
Reasoned goals relative to management and support also get considerable attention. For one, most staff are entitled to have their respective “release times” to converse with external consultants and among each other. Programs for staff-development, avenues for peer coaching, and consultations with administrative staff are also being implemented. Finally, the district adheres to the concept of grass-root empowerment in strategizing certain management approaches. For instance, the school has long allowed subcommittees – a group that consists in administrators and directors – to exercise latitude of creativity in initiating projects. The subcommittees can therefore have relative control over small budgets, curriculum design, as well as assessment and professional development. And by letting individual school subcommittees include parents/community members within their memberships, the district school is therefore able to embrace a holistic and inclusive approach in handling its very operation.
Doherty and Peters. (1983). “Title of the Work”.
European Agency for Development in Special Needs Education. Inclusive Education and Classroom Practice. Retrieved 12 January 2008, from http://www.european- agency.org/iecp/iecp_intro.htm
Innes. (2006). “Title of the Work”