Comer School
Koala
Emily
Melody Selina
Amiee
Comer School
Emily(Jiang Yan)
Melody (Li Xiuhua)
Koala(Wang Zhen)
Selina(Tong Lingtiao)
Amiee(Li Minlim)
Dr. Comer, the founder of
the Comer School
Development Program in
1968.
WHAT IS IT?
The program promotes the
collaboration of parents, educators, and
community to improve social,
emotional, and academic outcomes for
children that, in turn, helps them
achieve greater school success. His
concept of teamwork is improving the
educational environment in more than
500 schools throughout America.
James Comer's School Development Program, also known
as the Comer Process, is intended to improve the
educational experience of poor minority youth.
Improvement is attained by building supportive bonds
among children, parents, and school staff to promote a
positive school climate.
Social background
lack of developmental support in
their homes and communities
expect all students to meet the high standards
dictated by today’s workplace and citizenship
needs
tracking and lowered expectations of
minority and ESL students.
Three principles underlie the Comer Process:
1. Three Guiding Principles:
"NO FAULT“
builds trust
be truthful
be direct with respect
2. COLLABORATION
creates opportunities to address
•power issues
•personal feelings
creates process for the team to move forward
3.CONSENSUS
listen to all sides
let go of your own opinion
support team agreement
six developmental pathways
•physical,
• cognitive,
• psychological,
• language,
• social,
• ethical.
The SDP school community uses the six
developmental pathways as a framework for making
decisions that will benefit children. In schools using
the Comer Process, far more is expected from the
students than just cognitive development
Basic framework
1.The School Planning and Management Team
develop a comprehensive school plan,
set academic, social and community relations
goals
coordinate all school activities, including staff
development programs.
create critical dialogue around teaching and
learning and monitors progress
Members of the team include administrators,
teachers, support staff and parents.
2.The Student and Staff Support Team
promote desirable social conditions and
relationships.
connect all of the school’s student
services, facilitates the sharing of
information and advice, addresses
individual student needs, accesses
resources outside the school and
develops prevention programs. Serving
on this team are the principal and staff
members with expertise in child
development and mental health, such
as a counselor, social worker,
psychologist, or nurse.
3.The Parent Team
involve parents in school developing
activities
support the school's social and academic
programs.
select representatives to serve on the
School Planning and Management Team.
How does it compare to similar programs?
Related approaches to school restructuring
include Henry Levin's Accelerated Schools and
Robert Slavin's Success for All. All three
approaches use staff collaboration, parent
involvement, and expectations of high student
achievement to improve schools. Where Levin's
program focuses on providing an enriched and
accelerated curriculum for disadvantaged students,
and Slavin's program stresses cognitive practices
that increase learning, the Comer Process
emphasizes improved school climate.
Curriculum setting
Four bases of curriculum social forces,
human development, learning, and
knowledge.
Organize schools around child development.
A social skills curriculum of Inner-City Children.
Dr. Comer
Dr. Comer, the
founder of the
Comer School
Development
Program .
What is it?
The Comer Process is a type of school
management that allows the staff, parents,
and the community to have input in the
decision-making process.
Social
background
Model of the
Comer Process
Guiding Principles
School Planning
Parent
& Management
Team
Team
(SPMT)
6(PT)
developmental
Student & Staff
Support Team
(SSST)
components
Curriculum
setting
comparing
Successful
model
pathways
Comprehensive
School Plan
3 guiding
principles
· 3 teams
3 operations:
Assessment
&
Staff

Modification
Comprehensive
Development
School
Plan
 Assessment & Modification
Child &
along the Six Developmental Pathways
Adolescent
StaffGrowth
development
Relationships
Guiding Principles
Consensus ·· Collaboration ·· No-fault
School Planning
& Management
Team
(SPMT)
Parent
Team
(PT)
Student & Staff
Support Team
(SSST)
Comprehensive School Plan
Physical
Staff
Development
Assessment &
Modification
Cognitive
psychological
Language
Social
ethnical
Child & Adolescent Growth along the Six Developmental Pathways
Relationships
physical
cognitive
ethnical
psychological
social
language
physical
•Physical health
•Nutrition
•Energy
•Physical rest
•alertness
cognitive
•Academic learning
•Class performance
•Flexibility of thought
•Acquisition, application,and
generalization of knowledge
•Ability to make meaning of
the environment
psychological
•Self-worth
•Self-awareness
•Emotional management
•Scholl adjustment
•School adjustment
•Academic self-concept
language
•Competency in expressive and
receptive language
•Situationally appropriate
language
•A bridge for relationship
building
•A tool for self-reflection and
learning
social
•Empathy
•Appropriate conduct
•Social competence in diverse
settings
•Ability to interact well with people
of all backgrounds
•Friendships
•relationships
ethnical
•Respect for
rights and
integrity of self
and others
•Making choices
based on selfinterest and the
collective
•Commitment to
the well-being of
the community
•Conduct that
promotes
fairness and
justice
Comprehensive School Plan
Curriculum, instruction, and
assessment
Social and academic
climate goals
Sharing of information
between school and
community
Assessment & Modification
Periodic assessment
creates new information &
identifies new opportunities;
permits orderly change or
adjustment.
Staff Development
Created by needs
identified in goals of the
Comprehensive School Plan.
Based on the training and
information needs of staff
and parents.
Social background
Lack of developmental
support in their
homes and
communities
Lowered expectations
of minority and ESL
students.
Expect all students to meet the high standards
dictated by today’s workplace and citizenship
needs .
Three Guiding Principles
1.No fault
• builds trust
• be truthful
• be direct with
respect
Three Guiding Principles
2. COLLABORATION
• creates opportunities to address
• power issues
• personal feelings
• creates process to move the
team forward
Three Guiding Principles
3.CONSENSUS
• listen to all sides
• let go of your own opinion
• support team agreement
Basic framework
The
School
Planning
and
• Members of the team include
administrators, teachers,
support staff , parents, and a
child development specialist.
Management
Team
• Develop a comprehensive
school plan, set academic,
social and community
relations goals
The
School
Planning
and
Management
Team
• Coordinate all school
activities, including
staff development
programs.
The
School
Planning
and
Management
Team
• Create critical
dialogue around
teaching and learning
and monitors progress
The Student and
Staff Support Team
Promote desirable
social conditions and
relationships.
The Student and
Staff Support Team
•connect
•facilitate
•address
•accesses
The Student and
Staff Support Team
• Develops prevention programs.
Team members should have
expertise in child development
and mental health.
The Parent Team
• involve parents in
school developing
activities
• support the school's
social and
academic programs.
• select
representatives to
serve on the School
Planning and
Management Team.
How does it compare to
similar programs?
Henry Levin's Accelerated Schools program
Focus on providing an
enriched and accelerated
curriculum for
disadvantaged students
Robert Slavin's Success for All program
Stress cognitive
practices that
increase learning.
Comer Process
• Comer Process emphasizes
improved school climate.
All three approaches use staff
collaboration, parent involvement,
and expectations of high student
achievement to improve schools.
Curriculum setting
Four bases of curriculum social forces, human
development, learning, and knowledge.
Organize schools around child development.
A social skills curriculum
of Inner-City Children.
comer school
School
paren
t
student