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Educating for Purposeful Life documents positive change within the Anaheim Union High School District, whose overarching mission is to prepare high school graduates who possess a clear sense of purpose and the capacity to achieve their goals. Superintendent Michael Matsuda and education consultant David Brazer lay out the district's innovative approaches to organizing, leading, teaching, and learning. They demonstrate how education policy, organization theory, and external partnerships work together to scaffold student success, resulting in greater high school graduation rates and four-year college matriculation and persistence rates. This work illuminates the district's Career Preparedness Systems Framework, which integrates affective and cognitive development opportunities, trade and professional development programs, and community engagement efforts. Matsuda and Brazer show how this framework, combined with a strengths-based approach, helps meet the educational needs of all students, including those from traditionally underserved populations. Presenting secondary education as a means to support democracy, address employability gaps, and elevate student voice and purpose, this thought-provoking work provides ample ideas for how other districts might engage in educating for purposeful life.
Educating for Purposeful Life documents positive change within the Anaheim Union High School District, whose overarching mission is to prepare high school graduates who possess a clear sense of purpose and the capacity to achieve their goals. Superintendent Michael Matsuda and education consultant David Brazer lay out the district's innovative approaches to organizing, leading, teaching, and learning. They demonstrate how education policy, organization theory, and external partnerships work together to scaffold student success, resulting in greater high school graduation rates and four-year college matriculation and persistence rates. This work illuminates the district's Career Preparedness Systems Framework, which integrates affective and cognitive development opportunities, trade and professional development programs, and community engagement efforts. Matsuda and Brazer show how this framework, combined with a strengths-based approach, helps meet the educational needs of all students, including those from traditionally underserved populations. Presenting secondary education as a means to support democracy, address employability gaps, and elevate student voice and purpose, this thought-provoking work provides ample ideas for how other districts might engage in educating for purposeful life.
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