Ensuring the Quality of Educational Programs in Our Schools: A Path to Excellence
- Nancy Kutsup
- Feb 24
- 3 min read
When I first became an administrator, I was required to complete a residency. As part of that requirement, I had to develop a plan to address a topic that was necessary for my school to consider. As an Abbott district member, we were expected to follow the Abbott Secondary Education Initiative, which had three focus areas: Thematic Learning Communities, Academic Rigor, and Personalized Student Learning. (DOE Announces Abbott Secondary Education Initiative - NJ.gov)
I selected the concept of Thematic Learning Communities and developed a plan for implementation at Garfield High School. Over time, the high school had to present a plan for the initiative to the State Department of Education. To begin implementation, the school signed on with the Princeton Center for Leadership Training. We developed three small learning communities along with a Ninth Grade Academy to prepare incoming students for the rigors of high school.
2009 PowerPoint Presentation:
As with any new initiative, there was resistance to change, and the concept never fully took hold. Most Abbott districts created academies and thematic learning communities. Nearly two decades have passed since the implementation of the plan, and I am glad to see that the concept has the potential to take hold this time.
Having been fully immersed in this research and training, I do have questions and concerns about the current academies:
Are they true academies?
How will the students come together to strengthen their knowledge in their selected fields?
Will the teachers be properly certified?
The original plan aimed to break up the school into separate thematic learning communities where teachers would work together with students to provide the best learning experience possible. The idea was to prepare students for future career opportunities and plan for internships.
The fundamental question at hand is whether the current plan for our educational programs is merely a recommendation for courses that students should take in a selected field, or if it envisions thematic groups working at the highest possible level. The distinction is crucial, as one pathway leads to a superficial enhancement of our educational offerings, while the other promises a profound and meaningful transformation.
Reflecting on the journey of an Abbott high school that transitioned from failing to becoming one of the best in New Jersey, it is evident that the creation of separate schools and academies played a pivotal role. These academies attracted top students within the district, thereby elevating the high school’s overall status. This model has been replicated in multiple districts, demonstrating its efficacy.
However, the true measure of success lies not just in appearances but in the substance of the education provided. It is my sincere hope that we will address these academies with the seriousness they deserve, ensuring that they deliver quality education. This involves fully utilizing our teachers' expertise and recognizing their contributions.
For instance, in the past, we offered courses that adhered to the Career and Technical Education (CTE) requirements with a structured three-stage curriculum. In the field of TV Production, students experienced a comprehensive learning environment with a three-camera studio setup, where they mastered all aspects of running a television studio, including real-time instructions via headsets. Unfortunately, it appears that the current offering is a diluted version of this robust program. A proper CTE program demands a teacher with the right certification to maintain its integrity and effectiveness.
Furthermore, the Health and Medical Academy would greatly benefit from reinstating the Emergency Medical Technician (EMT) program. Garfield’s high school had a strong volunteer EMT program that produced many dedicated student volunteers. This preparatory program is an excellent way to equip students for careers in the health sciences, providing hands-on experience that is invaluable.
In conclusion, the goal should be to create academies and programs that truly enhance our students' educational experience, preparing them for future careers with the highest standards. By ensuring that we have properly certified teachers and comprehensive curricula, we can offer our students the quality education they deserve, transforming our schools into beacons of excellence.
Here are some resources that might be helpful for understanding the Abbott Secondary Education Initiative and Thematic Learning Communities:
DOE Announces Abbott Secondary Education Initiative - This document provides an overview of the initiative and its goals, including breaking up large schools into smaller learning communities, increasing academic rigor, and ensuring personalized attention for students.
Abbott Implementation Resource Guide - This guide offers insights into integrating students of limited English proficiency into standards-based reform in Abbott districts.
The Abbott Secondary Education Initiative: How Small Learning Communities Are Changing Our Schools - This article discusses the impact of small learning communities on schools and highlights success stories from various districts.
4. Career and Technical Education Certification