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Students Are Stakeholders, Too!
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Students Are Stakeholders, Too!
Including Every Voice in Authentic High School Reform



December 2006 | 240 pages | Corwin
Students are Stakeholders Too uses a semi-fictionalized narrative to paint a picture of how an ordinary school, with only its existing resources, can engage students and create a student-learning-centered culture. Every person in this story is modeled after a real person (or many) that Holcomb has seen in action. The school in the book is a composite of several real-life settings the author has visited, incorporating other personal observations and documented sources. Holcomb's intention is to show what can happen when a principal begins to seek out student voices and open doors for greater interaction among adults and students. The foundation for the book is based on her belief that students can help us shape better schools and in doing so, they will learn lessons that will help them shape a better world.

The book features "Questions for Reflection" and "Content for Consideration" at the end of each chapter, as well as Epilogues from a Principal, Graduate, Student Leader, Future Teacher and Author. The epilogues that close the book were co-written with some of the actual persons upon whom the book's characters are based. Their reflections reveal the real-world challenges that are inherent in change.

 
List of Figures
 
Foreword
 
Preface
 
Acknowledgements
 
About the Author
 
1. September, Year 3: Norris Starts at Knownwell High
 
2. Puzzles and Premises
Puzzles

 
Premises

 
 
3. September, Year 1: Morris, Mr. Spark and the Table Ten Advisory Group
Questions for Reflection

 
Content for Consideration

 
A Student Gets the Last Word

 
 
4. Students as Stakeholders
Creating the Space for Active Student Voice

 
The School Improvement Process

 
Alignment Between Mission and the School Portfolio

 
Alignment Between Mission, Portfolio, Celebrations and Concerns

 
Alignment Between Concerns and Priorities

 
Alignment Between Priorities, Study and Strategies

 
Alignment Between Priorities, Strategies and Evidence

 
Alignment Between Strategies, Evidence and Action Plans

 
Use of Data to Guide Decision Making

 
Data for Initial Review

 
Data to Focus Priorities

 
Data from Further Study

 
Data to Document Results

 
Plans for Ongoing Data Collection

 
Untapped Potential: Students as Stakeholders

 
Students as Stakeholders in the School Culture

 
Students as Stakeholders in Use of Data

 
Students as Stakeholders Planning for Change

 
Students as Stakeholders Monitoring Change

 
Students as Stakeholders in Ongoing Issues

 
Students as Stakeholders at Any Age

 
 
5. October, Year 1: Sentiments on Surveys, Morris on (a) Mission, and Joe Meets Mo
Questions for Reflection

 
Content for Consideration

 
Eight Levels of Student Participation

 
Hawaii's Students Speak

 
Student Voice Team

 
Principal as Keeper of the Mission

 
A Student Gets the Last Word

 
 
6. November, Year 1: Morris Does Data
Questions for Reflection

 
Content for Consideration

 
Students and Data

 
Service and Service-Learning

 
A Student Gets the Last Word

 
 
7. December, Year 1: Morris Minds the C's and R's
Questions for Reflection

 
Content for Consideration

 
Value of Group Process Tools

 
Personalization

 
A Student Gets the Last Word

 
 
8. January, Year 1: Studying Together
Questions for Reflection

 
Content for Consideration

 
Advisories and Extracurriculars

 
The Unheard Voice of the "Middle" Student

 
A Student Gets the Last Word

 
 
9. February, Year 1: Mr. Shepley's Epiphany
Questions for Reflection

 
Content for Consideration

 
School Stress and School Connectedness

 
The Reading Challenge

 
A Student Gets the Last Word

 
 
10. March, Year 1: Students Define Learning
Questions for Reflection

 
Content for Consideration

 
Dropout Factors

 
Instruction - Powerful and Differentiated

 
Gender Differences and Reading

 
A Student Gets the Last Word

 
 
11. April, Year 1: It's a Match!
Questions for Reflection

 
Content for Consideration

 
The Classics: Bloom and Hunter

 
Adult Advocates

 
Personal Plans for Progress

 
Counselors

 
A Student Gets the Last Word

 
 
12. May, Year 1: Kick-off Assembly - All Thumbs Up
Questions for Reflection

 
Content for Consideration

 
Flexibility and Support for Student Learning

 
Ninth-Grade Transition Programs

 
A Student Gets the Last Word

 
 
13. September, Year 2: Fresh Start, Staff Retreat
Questions for Reflection

 
Content for Consideration

 
Essential Learnings

 
Advisory Programs

 
A Student Gets the Last Word

 
 
14. October, Year 2: Football Faux Pas, Just Walking Through
Questions for Reflection

 
Content for Consideration

 
Restorative Justice

 
Walk-Throughs

 
A Student Gets the Last Word

 
 
15. November, Year 2: Plans and Portfolios
Questions for Reflection

 
Content for Consideration

 
Four-Year Plans

 
Senior Projects and Problems

 
A Student Gets the Last Word

 
 
16. December, Year 2: Home for the Holidays
Questions for Reflection

 
Content for Consideration

 
A Student Gets the Last Word

 
 
17. January, Year 2: Progress Checks
Questions for Reflection

 
Content for Consideration

 
A Student Gets the Last Word

 
 
18. February, Year 2: Midcourse Corrections and Congratulations
Questions for Reflection

 
Content for Consideration

 
A Student Gets the Last Word

 
 
19. March, Year 2: Advisory Adversity, and Failure to Meet Commitments
Questions for Reflection

 
Content for Consideration

 
Protocols

 
Teacher Study Groups

 
Peer Coaching

 
A Student Gets the Last Word

 
 
20. April, Year 2: The Stakes Are High
Questions for Reflection

 
Content for Consideration

 
Listening and Leadership

 
Students on Test Prep

 
A Student Gets the Last Word

 
 
21. May, Year 2: Morris Graduates
 
22. Norris' Notebook
 
Epilogues...
From a Principal

 
From a Graduate

 
From a Student Leader

 
From a Future Teacher

 
From the Author

 
 
References
 
Index

"A very timely book with great implication for schools trying to meet NCLB. So profound, yet simple and easy to implement." 

Gina Marx, Assistant Superintendent
Augusta Public Schools, KS

"I loved its readability and its basic format. A wonderful resource for schools searching for ideas on accreditation." 

Erin A. Rivers, High School English Teacher
Shawnee Mission School District, Overland Park, KS

"Creating a student-focused culture is not an easy task for school principals. This book gives hope to those trying to implement such a culture and gives some practical advice on what steps to take."

Donald Poplau, Principal
Mankato East High School, MN

Sample Materials & Chapters

Foreword by Shirley M. Hord

Preface

Chapter 1: September, Year 3


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ISBN: 9780761929703