Democratic values, student achievement, and effective citizenship are intrinsically linked. The research, however, is that students, especially those from underprivileged backgrounds, have few opportunities to practice democratic citizenship in secondary schools. Alongside current threats to democracy, this should concern us all: professional learning communities, teacher-leaders, parents, consultants, administrators, school districts, human rights activists, minority leadership, the justice system, local communities, ...
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Democratic values, student achievement, and effective citizenship are intrinsically linked. The research, however, is that students, especially those from underprivileged backgrounds, have few opportunities to practice democratic citizenship in secondary schools. Alongside current threats to democracy, this should concern us all: professional learning communities, teacher-leaders, parents, consultants, administrators, school districts, human rights activists, minority leadership, the justice system, local communities, university faculties, state education departments, and citizens in general. Democratic citizenship is a superordinate goal - a composite of communicative abilities, freedom with responsibility, inclusiveness, career preparation, community mindfulness, evidence-based thinking, collective ownership, distributed leadership, and support for those in need. Student leadership, including school research (their own school and others), not only benefits the school generally, but helps prepare high school students for freedom, responsibilities, and opportunities as democratic citizens. Such leadership has foundations: student-chosen teacher advisors, daily advisories, collaborative learning expertise, student-led assemblies, self-regulation, leadership credit courses, and virtual/personal connections with student leaders in other schools, districts, and countries. Expanded contributions are student feedback on teacher performance, student-led (parent-student- teacher) conferences, after-school activities leadership, reciprocal teaching, and participation in school/district decision making. All under the auspices of improved language capability, teacher modeling and encouragement, a learning to learn focus, and gradual release of responsibility. Endorsements John Hattie "There is never a dull moment reading this book. Centred on the principles of democracy, it points to the need for broad participation and thus calls for schools to do more, do better, and do wonderful things to ignite a love of learning. Orchard masterfully outlines seven key theorems to make his case; a compelling roadmap for educators to foster effective learning strategies." Professor Emeritus John Hattie, Melbourne Laureate Michael Fullan "Jack Orchard's 'Handbook for Improving Student Achievement in Secondary Schools' is powerful, timely, and an action-packed message for us to get going in transforming secondary schools. Orchard's Handbook is grounded, urgent, insightful, and deeply practical. Anybody in high schools can act on this agenda. Read this book with others, be collectively inspired, and get down to the excitement and frustrations of engaging in breakthrough change. The good news is that students, teachers (and eventually parents and communities) will be excited to join in and make the long-awaited transformation of secondary schools." Professor Emeritus Michael Fullan, OISE/University of Toronto
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All Editions of A Handbook for Improving Student Achievement in Secondary Schools: Democratic Citizenship, Student Ownership, and Collaborative Learning
