Deborah Wang reports that minority workers are underrepresented in the advertising industry. Wang interviews Bink Garrison (Ingalls, Quinn and Johnson) about the lack of minority workers in the industry. Wang's report includes footage of workers in the offices of Ingalls, Quinn and Johnson (advertising firm). Wang reports that Ingalls, Quinn and Johnson is participating in industry efforts to attract students into the industry. Wang notes that the Ad Club at English High School teaches students about advertising. Wang reports that Ad Club students wrote and acted in a public service announcement last year. Wang's report includes footage of the public service announcement produced by the Ad Club. Wang's report also features footage of Pam Piligian (Ingalls, Quinn and Johnson) working with students in the Ad Club. Piligian and Michelle Wilcox (11th grade student) talk about the Ad Club. This tape includes additional footage of workers at the offices of Ingalls, Quinn and Johnson.

This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.

By visiting schools we learn more about two approaches to school change and improvement: the school-as-organization model based on internal reflection and action; and the schools-as-community approach based on networking.

This module deals with school organizational change and development to provide the context in which systematic learning takes place, particularly in developing countries. It is designed for practising classroom teachers as well for those who play a role in school management. The module is likely to be most appropriate for practising teachers, and is potentially useful but probably not essential for introducing teachers-to-be to different kinds of organizational contexts. The focus on South Africa is easily adaptable to other contexts as the use of ideas and issues from the literature provide a common thread across all schools. The four sections of Creating People-centred Schools present a coherent progression. However, each section is downloadable as an individual unit.

Ideas on understanding change are taken forward into approaches to leading and managing change. School-as-organization approaches are compared with the school-as-community approach.

This introduction provides a rationale for the module, as well as its structure and content. We read how the writers intended the module to be used.

Beginning with a focus on South Africa, this section provides valuable coverage of approaches to school effectiveness and school improvement. We learn more about schools as learning organizations.

This provides an overview of organizational styles and the importance of cultures as well as structures in organizational models and change.

Visuals of how historical and social problems have impacted on schools. The fact that schools may also be badly managed leads to the question of how they might be better managed.

This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.

David Boeri reports that the Massachusetts Advocacy Center released statistics indicating that the student failure rate in the Boston Public Schools has increased by 24 percent. Boeri notes that school officials have raised promotion standards but that students are unprepared. Boeri interviews Anne Wheelock (Massachusetts Advocacy Center) and Robert Schwartz (Director, Boston Compact) about the failure rate in the schools. Wheelock says that the schools must create a climate which allows all students to succeed. Wheelock says that non-promotion will cause an increase in the drop-out rate. She adds that schools must provide remedial services for at-risk students. Schwartz says that a high school diploma must signify a minimum amount of achievement on the part of students. He adds that students should not be promoted unless they meet achievement standards. Schwartz admits that schools need to do more to help at-risk students. Boeri analyzes that failure statistics for African American and Latino students. Boeri's report is accompanied by footage of students exiting a school and by footage of students in a classroom.

Gail Harris reports on the ground-breaking ceremony for Roxbury Community College. The report includes footage of Bruce Bolling (Boston City Council) speaking at the ceremony. Harris interviews in-studio guest Brunetta Wolfman (President, Roxbury Community College) about the college. Wolfman talks about the new campus and the need to provide education and training to urban populations. Wolfman talks about a divide between the educated and uneducated populations in Massachusetts.

Footage of racially integrated music and math classes at the Solomon Lewenberg Middle School. Pam Bullard interviews two Lewenberg School students, Xerxes Hammond and Alfred Tiberi, about the school. Both students praise the school and its teachers. Bullard interviews Jim Pardy (Assistant Headmaster, Lewenberg School) about the opening of school, school integration, and how budget cuts have affected the Lewenberg School. Pardy says that the school had a strong academic record for the previous year. Pardy says that a cuts to the school staff have resulted in larger classes this year. Pardy notes that the Lewenberg School is an example of a successfully integrated school in an African American neighborhood. Pardy says that the socioeconomic backgrounds of the African American and white students are very similar.

A commemorative church service held in honor of Martin Luther King. Jr. is addressed Reverend John Bryant, who uses the occasion to criticize the Boston School Committee for what he sees as a lack of commitment to the education of African American children.

This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.

We visit a community which has developed a successful schools-as-community approach through a network of schools managed by a coordinating body. Reflection on the schools-as-community approach leads to some conclusions on lessons learnt, and there is useful discussion on commonalities, differences and relative strengths of the two models of organizational development and change.

We learn more about the organizational approach during the course of a visit to a school that has successfully implemented this model. Participants are also interviewed.

This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.

This audiotape is linked to Creating People Centred Schools learning guide, but carries debates which could also be used in a free-standing way by anyone interested in school organization and change.