Some Questions for consideration by leaders of the Education Enterprise regarding Male Education
1. Is the school system conscious of the unique relationship between the learning enterprise and the male student?
2. Is the male student engaged in a representative teaching population, balanced between male and female?
3. Are the accomplishments of male teachers and students respected, recorded, rewarded adequately?
4. Is the hiring process focused on attracting male teachers to the elementary and secondary panels?
5. Would a male candidate from the Faculty of Education feel welcome in his first interview, in his first staff meeting, and in his daily encounters in the school and in his own classroom for the first five years of his contract?
6. Does each male teacher have a successful male mentor, to support his entry, transition and development as an educator?
7. Does each school have both strategies and tactics in place that would welcome, reward and support the unique development of male students?
8. Does the school system have a library of research material about the development of male students in each staff room? What is the frequency of those materials being circulated?
9. Does the school system seek, consciously, with deliberate goal setting and accompanying strategies and tactics, the enhanced achievements of male students, including reduced misdemeanor incidents, reduced detentions, improved test and assignment scores, reduced drop-out rates, graduation rates and successful graduation from post-secondary institutions of male students?
10. Does the school system face more inquiries and investigations about the activities of male students than of female students?
11. Does the school system hold seminars for teaching faculty on the nature of male students generally, rather than on case studies for action plans?
12. What is the general attitude of the school system toward the needs and aspirations of male students, including a conscious awareness of those needs and aspirations, the required steps for achieving those goals and aspirations, the school’s support of the achievement of those goals and the mentoring of each male student’s path along that road?
13. Does each male student have an assigned mentor, to support his learning goals, and his healthy relationship with peers, teachers, and the system generally?
14. Does each school offer learning opportunities in life skills and relationship building to male students?
15. Does each school have as one of its primary goals, the enhanced support of the learning achievement of each male student?
16. What services are available to male students in troublesome circumstances, whether those situations have been “generated” primarily by the male student or by other factors?
17. Do male students generally access those services in each school? To what degree, measured in percentage? What are the reasons for both access and resistance?
18. What is the role of the school council in the process of enhancing the learning achievements of male students, if any? What role could they play in this process?
19. What are the perceived impediments to the achievement of all learning goals of male students in each school in the system?
20. What are the hidden impediments to the achievement of all learning goals of male students in each school in the system?
21. In the school system’s strategic planning, how important is the record of achievement of male students in the short, medium and long range planning of each principal?
22. In an ideal world, with unlimited budgets and faculty specifically selected to enhance the learning opportunities and achievements of male students, what changes would you like to see implemented, to achieve that goal?
23. What are the specific impediments to the implementation of those changes?
24. Is the school system open to research into the experiences of male students, with the information available to teachers and administrators, for designing both curriculum and delivery modes, as part of an initiative to enhance the learning achievement of male students? If not, why not?
25. Is the school system, including programs like those for “gifted students” skewed in favour of female students? If so, why?
26. What community support is available to each school to advance the cause of enhanced achievement of male students? Are those supports being accessed adequately?
27. What specific steps does the school system take, with what frequency, to enhance the learning opportunities and achievement of male students, support by what kind of budget line? In an ideal world, how would that budget line change, with what effect?
General Topics for Discussion;
Male Students and their unique opportunities and struggles with the learning enterprise
Faculty expectations of male students
The culture of the education enterprise, with respect to the achievement of the learning goals of male students
Research and faculty development with respect to male learning needs and aspirations and achievements
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