Journal of the Effective Schools Project, Volume 2, 1995 Page: 24
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As information on OBE was shared, terms related to
quality schools and Deming's Total Quality Manage-
ment were evident in the discussions as well. Planning
began to bring Dr. William Glasser to Tarleton State
University and the Effective Schools Project. His
presentation on Reality Therapy and Control Theory
was well received and a number of ESP members
elected to participate in further training during the
summer.
Another school improvement initiative, Accelerated
Schools, was presented by Dr. Henry Levin. Now the
Effective Schools Project participants had heard ex-
perts in the areas of effective schools research, out-
comes based education, quality schools, and acceler-
ated schools.
While ESP seemed to be impacting public school
campuses all over Texas, the College of Education and
Fine Arts faculty, particularly the faculty within the
Department of Education and Psychology, at the same
time reaped unanticipated benefits in our own profes-
sional development. We were hearing nationally and
internationally known educational researchers several
times a year. We began to incorporate this information
in our courses; however, we found ourselves jumping
from one model to another. As the various school
improvement models were presented, we, like our
colleagues from public schools, began to overload and
wondered which model to adopt. Therefore, we exam-
ined each school improvement initiative more closely.
The Accelerated Schools model incorporated
the following:
* unity of purpose
* building on strengths
* taking stock
* empowerment with responsibility
* inquiry
* all children can learn
* real world curriculum
* performance-based assessment
* research-based
* integration
* portfolio assessment
* inclusion - no remediation
* community/parent involvement* high expectations
* student centeredThe Quality Schools model vocabulary included:
* non-coercive
* self-evaluation
* lead management
* quality work
* teaming
* all children can learn
* real world curriculum
" performance-based assessment
* research based
* cooperative learning
* portfolio assessment
* inclusion - no remediation
* high expectations
* student centered
Outcomes Based Education included:
* schools control conditions for success
* extended learning opportunities
* outcomes not custody
* performance, not calendar driven
* all children can learn
* real world curriculum
* authentic assessment
* research based
* portfolio assessment
* pre-teaching
* high expectations
* student centered
The Effective Schools Research is based on:
* site-based management
* goal orientation
* parent involvement
* safe and orderly environments
* strong instructional leadership
* research
* measurement orientation
* high expectations
In his book, The Fifth Discipline, Peter Senge (1990)
talks about building learning organizations and hy-
pothesizes that this fifth discipline is the cornerstone
of the learning organization. Using this idea, we began
to synthesize these school improvement models to
identify a fifth quadrant. We were attempting to deter-
mine if a common core of principles existed.
After much discussion, the TSU faculty leadershipteam identified a fifth quadrant of principles that we
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 2, 1995, periodical, 1995; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201679/m1/28/: accessed April 19, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.