Bernhardt stated, for schools to become true learning organizations, “they will need to move from focusing solely on gaps, compliance, and being “Adequate” to becoming learning organizations that create vision, commitment, and results they want for their students” (Bernhardt, 2013, p. 183). We have seen in the literature this paradigm shift from simply ensuring compliance to actually transforming our organizations to develop systems of change. This change consists of engaging all stakeholders as agents of change, and empowering teachers to use data to make effective data based decisions. Teachers need more opportunities to collaborate, evaluate practices, and learn about new effective pedagogy for classrooms. Community partnerships are necessary
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Bourdieu (as cited in Horvat & Davis, 2011) state that the YouthBuild study highlights what can be accomplished through guiding individual actions in social spaces At the foundation of change are perceptions and beliefs about oneself and within the status hierarchy. Self-efficacy is the single most important belief about one’s ability that initiates real change. YouthBuild is one of many programs that have seen students change their “outlook and inclination to act in particular ways” (Horvat & Davis, p. 145). But, the program is based on teachers “sharing the belief that all students come with gifts and talents, and that given the right supports and the willingness to change, students can succeed in rebuilding their lives” (Horvat & Davis, p. 146). We have a dual task for schools to change. First, we must empower teachers as agents of change. We must give them resources and opportunities to create systems of change based on their experiences. Secondly, we need to empower students as agents of change and provide them resources and opportunities to create a pathway to success. “If we are to create lasting change in students and schools, then more holistic approaches that meet both students’ needs and address fundamental beliefs are required” (Horvat & Davis, p.
Bourdieu (as cited in Horvat & Davis, 2011) state that the YouthBuild study highlights what can be accomplished through guiding individual actions in social spaces At the foundation of change are perceptions and beliefs about oneself and within the status hierarchy. Self-efficacy is the single most important belief about one’s ability that initiates real change. YouthBuild is one of many programs that have seen students change their “outlook and inclination to act in particular ways” (Horvat & Davis, p. 145). But, the program is based on teachers “sharing the belief that all students come with gifts and talents, and that given the right supports and the willingness to change, students can succeed in rebuilding their lives” (Horvat & Davis, p. 146). We have a dual task for schools to change. First, we must empower teachers as agents of change. We must give them resources and opportunities to create systems of change based on their experiences. Secondly, we need to empower students as agents of change and provide them resources and opportunities to create a pathway to success. “If we are to create lasting change in students and schools, then more holistic approaches that meet both students’ needs and address fundamental beliefs are required” (Horvat & Davis, p.