The purpose of the Temple Partnership is simple: to improve instruction and learning in the Partnership Schools. To do that, Temple and the schools have designed a school reform agenda around three priorities: the development of school and community leadership, the improvement of literacy instruction and learning, and the improvement of mathematics instruction and learning. These priorities are supported by the following core principles and actions:
Leadership
Principles
The goal of leadership is to inspire all school staff to join in pursuing a shared vision of excellent instruction. Leadership is required of all members of the school community.
Duckrey students read about African-American History
Actions
Instructional leadership teams spearhead school improvement at each school. Teams receive training and feedback, and participate in retreats and school walkthroughs.
The Temple Partnership Principal Appraisal Process details a leadership agenda linked to the Partnership’s model for instructional improvement. Principals are appraised and rewarded for taking the leadership steps critical to improving teaching and learning.
Leadership from the community is vital to school success. The Partnership Advisory Council consists of parents, community members and Temple leaders. It advises the Partnership, particularly with regard to increasing parental involvement and student achievement.
Dr. C.Kent McGuire (middle), Dean of the College of Education, at Dunbar Elementary with Dr. David
Adamany (left), former President of Temple University
Literacy
To see the Partnership's 2006-07 goals and expectations for literacy instruction, click here:
Principles
The ability to read and write is the foundation for all academic learning. Since the majority of Partnership students read below grade level, literacy is the Partnership’s first priority.
Research indicates that students need to do lots of independent and teacher-assisted reading. They also need to write, with frequent feedback. They require instruction in phonics and
spelling. They need to listen to material above their reading level, to promote vocabulary and their knowledge of written language. All reading material and lessons must fit students’ literacy level, rather than their grade level or chronological age.
We intend to raise students’ reading level by one year every year and, for those reading below their grade level, by more that one year every year.
Actions
Temple has designed the Temple Literacy Framework, a research-based balanced or comprehensive literacy program that individualizes reading and phonics instruction according
to each student’s skill level. Implementation began in fall 2003.
The Partnership has purchased more than $500,000 in literacy materials for the schools to increase students’ access to on-level reading.
Student effort and support in the home make a big difference in the learning process. All Partnership students are asked to read “three-a-day, every day” – three books or articles or chapters – and all receive a grade for “independent reading” based on their effort.
All Partnership teachers are trained to target literacy instruction to each student’s individual needs. Five full-time literacy coaches provide a year-round cycle of training and skill development, while free graduate courses allow teachers to study deeply the theory and practice of reading instructions.
Students are continually assessed in oral reading, comprehension, writing, spelling, phonics
and phonemic awareness. Classes have been organized so teachers can work with small
groups of students with similar instructional needs.
Mathematics
To see the Partnership's 2006-07 goals and expectations for math instruction, click here:
Principles
As with literacy, Partnership Schools perform below state and city standards in math.
Proficiency in math is critical to further education, employment and management of personal matters. As a result, the Partnership’s second instructional focus area is math.
Students need to become math learners and mathematicians, who build their skills and understanding to solve complex problems.
Along with the School District of Philadelphia, the Partnership Schools are using two research-based math curricula: Everyday Math (grades K-5) and Math in Context (grades 6-8). These innovative and challenging curricula require a high level of teacher expertise, and offer ways to help students develop deep understanding of math concepts.
Key goals for teachers are employing a variety of instructional techniques during the 90-minute math block (such as whole- and small-group instruction, independent work and use of manipulatives) and using ongoing assessment to inform instruction.
Actions
In collaboration with the Math Forum, the Partnership offers teachers online feedback and in-person training in math and math instruction.
Math Forum designs Problems of the Week that coincide with current lessons and are targeted
to higher level with skills required on standardized tests. To supplement classroom instruction, students solve problems of the week and receive online tutoring.
The Partnership held a 2005 summer math institute for principals and teachers as a way to create mathematics leadership groups within each school’s faculty.
Through its Brodsky Graduate Fellows Program, Temple sends graduate students to the
schools to assist teachers in math instruction, and to work with students through tutoring and math clubs.