Finally, by having students become involved in the community, the community will see first-hand the results of their taxes that go to support the school and the students learning experience. Likewise, the staff must also become involved in the community, particularly the professional teaching community, in order to ensure that their teaching methods do not become stagnate, or out of date. The teacher has a lifelong obligation to continue to learn. As learning needs and methods rapidly evolve, the teacher's college education quickly becomes outdated. Therefore, a quality professional development program and other professional organizations must be made available to all the school's teachers. However, these professional organizations and seminars must be made relevant to the teacher and not simply another requirement for them to "sit through." To do this, teachers should be given the responsibility to develop and put on professional learning opportunities for their peers to participate in. This will also lead to a better staff community feeling at the school.

Clearly, there are multiple changes and programs that need to be implemented into the school in order to improve staff and student satisfaction and, most importantly, student achievement for all students. However, because there are multiple areas that need to be improved and each of these aforementioned areas will require significant time and resources, a strategic plan for their implementation must be created. This timeline will start by prioritizing the changes and implementing them in a coordinated effort in order to ensure that the ultimate goal, increased...

From here, a comprehensive, written policy and procedure for the strategic school improvement plan will have to drawn up. This will outline exactly what the projects goals are, what the goals will accomplish, how they will be accomplished, and when they will be accomplished.
An essential component of this plan will be an objective and subjective model of assessment to ensure that the desired results are in fact occurring. To do this, the plan will be broken down into several different stages. At the end of each stage, stated goals will be listed as having been accomplished. An assessment, whether it be test scores to check for changes in the achievement gap or another evaluation to see if student and teacher satisfaction has increased will be conducted. Based on these stage-based assessments, if the goal has not been achieved, than the plan will be reassessed to find out why and additional measures and policies developed to ensure that the goal is met in a timely and efficient manner.

Bibliography

Noguera, Pedro a. And Jean Yonemura Wing. (2006): Unfinished Business: Closing the Racial Achievement Gap in Our Schools. New York: Wiley, John & Sons, Incorporated.

Perry, Theresa, Hilliard, Asa G., and Claude Steele. (2004): Young, Gifted and Black: Promoting High Achievement Among African-American Students. New York: Beacon Press.