POWER OF PROFESSIONAL PREPARATION, THE

Respect Responsibility. Resourcefulness. These three simple words incarnate the culture and mission of Duncan Polytechnical High gymnasium in Fresno, CA. The limits are everywhere: They are painted upon corridor walls, printed on broadsides mounted in every room, emblazoned upon surfaces in the cafeteria, and easily verbalized by dint of all of the students and faculty members. The way of life they show is extensively written about in the school's published materials, discussed in classrooms and hallways, and referenc during greatest in quantity student activities. Most important, the words are mirrored in the students' attitude and demeanor and in the daily behavior the adults model

Student are awaited to live and breathe these words: regard yourself and all others. Take responsibility for your actions and your institute Be resourceful and use your talents to the highest stage And yet, regardless of the exertion required to achieve these ideals, Duncan is a academy of choice. It has no assigned attendance area, no institute transportation, and no football team. What motivates these teenagers to leave their friends and traditional high seminary life to try harder, work longer and do more? Duncan tenders them the opportunity to prepare for community and a career in an personalized environment that supports them, challenges them academically, and wait fors them to succeed.

The Collaboration

Duncan High gymnasium was created as a comprehensive occupational magnet institute in 1985 as part of the desegregation plan for Fresno Unified place of education District and is named for Erma Duncan, originator of Duncan Enterprises, an international crafts company located in Fresno, CA. Initially, the place of education was conceived as a "continuation" gymnasium that dropouts and nonacademic learners would attend to complete their high institute education and acquire a piece of work skill. In this focused environment, it quickly became evident that the pupils at Duncan, like their counterparts in other high place of educations needed solid academic preparation to fortunately apply their newly acquired vocational competence

Recently Duncan revamped its scholar application process. Originally, students were admitted using highly selective criteria, on the other hand in 2002-03 the school adopted an lay open enrollment policy for all learners in the Fresno district. Because a limited number of spaces are available at each grade horizontal a random lottery is used for final selection. above the years, through strong leadership, a like-minded staff, and auspicious collaboration with numerous stakeholders, Duncan has evolv into a archetype school that provides intense occupational training and a high-quality academic foundation for college

Site-based management is at the core of collaboration at the gymnasium The Duncan Management Committee (DMC) has fix uponed or appointed representatives from each stakeholder group. Since the committee's inception, a member from the Duncan Enterprises management team has always been included, along with other representatives from the Fresno business community. The principal labor fors as a nonvoting participant. The DMC is a policy-making material part that is charged with supporting the school's mission. The DMC has dealt with issues as varied as the gymnasium schedule, the dress code, the curriculum, and cocurricular activities. As individual member described it, the committee "works effectively together to reach consensus and find solutions to any point to be solved [i]or[/i] settleds brought to it." Members understand that their function is to diocese that students are prepared to succe anywhere.

A next to the first group, the School Site Council (SSC) which is mandated by means of state law, makes categorical package decisions and oversees the place of education improvement plan. In addition, each of five occupational programs functions as a department whose leaders work closely with subject-area teams to make curricular decisions and carry without instructional planning and programs. There are also myriad ad hoc and standing committees that provide input upon all aspects of school planning and improvement. on the contrary collaboration at the school is plenteous more than these organized committees. It is a shared belief combination of parts to form a whole and a consistent focus that the academy must ensure success for its pupils that keep the collaboration meaningful, not contrived. DMC representatives agree that there is little conflict, and because everyone shares a similar philosophy, there are no power struggles

Focus upon Students

Each student's initial experience at Duncan begins with a unbroken program in mathematics and reading and language arts. This focus broadens to include parent education and partnerships, portfolio review days, internships, and structur work experiences. The mix of core academic make submissives with career preparation makes Duncan unique in the Fresno Unified academy District. The students choose a career pathway when they apply for admission at the extremity of eighth grade. Their choices include agriculture, business, health, industrial technology, and public service.

In addition to their academic courses, scholars in grades 9 and 10 have "pathway" classes, an overview course, and an introductory class that prepare them for advanced career training in their llth- and 12th-grade Regional Occupational Program (ROP) Ninth-grade scholars participate in Sociology for Living, a traditional family life class. In this class, pupils explore the meaning of honor responsibility, and resourcefulness and begin to learn leadership skills. learners also take a semester-long computer skills class in ninth grade to make sure that they have the necessary technological literacy skills to be happy in their classes and upon the job.