Introduction
High schools must provide learners with an opportunity to acquire the knowledge and skills that will allow them to make a further career- and education-related choices, yet Big Mountain will need a significant change to be able to offer its learners the identified opportunities. A closer look at its system will reveal that, while the current approach is flawed from the outset, a shift toward the opposite framework is not going to solve the problem, either. To handle the issue, one must consider promoting unity in the specified environment. By introducing a system of values that will enhance the processes of communication and negotiation between teachers and administrators, one will be able to encourage the target audience to strive toward achieving a common goal, therefore improving the outcomes significantly and designing the strategies that will allow handling students with special needs, shaping the curriculum, and consulting students about the choice of electives.
Improving the Decision-Making Process
The current environment of the Big Mountain High School can be described as toxic. Without an effective support system, teachers are trying to manage curriculum-related concerns independently, yet they lack resources. Consequently, the discord between educators must be viewed as the issue of the top priority. Indeed, the current policies for managing the organizational processes and communication between educators lack clarity. As a result, teachers are striving to address emerging problems individually. Without a uniform approach, the school is falling apart; thus, the adoption of the strategies that will stimulate cooperation and the enhancement of decision-making is crucial (Kimonen & Nevalainen, 2014).
The Curriculum Dilemma: What Is Best for Students
The promotion of organized decision-making is bound to affect the management of the current courses effectively. Particularly, the efficacy of decision-making will be enhanced among not only teachers but also learners. For this purpose, educators will have to consider inviting parents to participate in consultations provided to students. The specified step is bound to have a positive impact on the efficacy of the learners’ choices of electives, as well as their academic progress, in general since the support of their parents will help them meet new challenges. Encouraging cooperation between parents and teachers, in turn, will allow instructing the latter about the strategies that they can use to spur their children’s academic progress (Kimonen & Nevalainen, 2014).
Stimulating Change: Roles and Responsibilities
To make improvements to the current situation, one will need to invite all stakeholders involved to participate in the decision-making process. With the change in values toward the recognition of students’ needs, including learners from diverse backgrounds, one will be able to contribute to reaching a compromise concerning the design of teaching strategies. Furthermore, one must consider creating counseling options for students and encouraging their parents to take an active part in the academic life of learners, including the consistent support and the discussion of the students’ aspirations and needs as the means of helping them with electives. As a result, the needs of the Big Mountain High learners will be managed efficiently (Stone & Dahir, 2015).
Conclusion
To resolve some of the issues faced by teachers and students at Big Mountain High, one will have to build a system of values that will compel teachers and administrators to cooperate and negotiate efficiently; thus, the problems concerning the change in the curriculum and the opportunities for consulting students about possible electives will be built successfully. The integration of the framework based on communicational and collaboration is bound to help shift the priorities toward managing the needs of students and striving toward improving the academic environment. Consequently, the overall performance levels among students will rise.
References
Kimonen, E., & Nevalainen, R. (2014). Transforming teachers’ work globally: In search of a better way for schools and their communities. New York, NY: Sense Publishers.
Stone, C., & Dahir, C. A. (2015). The transformed school counselor (3rd ed.). Boston, MA: Cengage Learning.