Achieving Coherence in District Improvement focuses on a problem of practice faced by educational leaders across the nation: how to effectively manage the relationship between the central office and schools. The book is based on a study of five large urban districts that have demonstrated improvement in student achievement. The authors—all members of Harvard University’s Public Education Leadership Project (PELP)—argue that there is no “one best way” to structure the central office-school relationship. Instead, they say, what matters is whether district leaders effectively select and implement their strategy by achieving coherence among key elements and actors—the district’s environment, resources, systems, structures, stakeholders, and culture. The authors examine the five districts’ approaches in detail and point to a number of important findings. First, they emphasize that a clear, shared understanding of decision rights in key areas—academic programming, budgeting, and staffing—is essential to developing an effective central office-school relationship. Second, they stress the importance of building mutually supportive and trusting relationships between district leaders and principals. Third, they highlight the ways that culture and the external environment influence the relationship between the central office and schools. Each chapter also provides relevant “Lessons for Practice”—actionable takeaways—that educational leaders from any district can use successfully to improve the central office-school relationship.
This book will provide practical tools and guidance to help schools create coherent systems (and thereby improve the whole district) in these four domains: 1.
This book presents a vision of what rural education can be and how it can attend to the well-being of the people, places, and regions that it serves. “Students growing up in cities or affluent suburbs shouldn’t have an edge over those ...
Bryk, A., Gomez, L., Grunow, A., & Le Mahieu, P. (2014). Learning to improve: How America's schools can get better at getting better. Cambridge, MA: Harvard Education Press. Brynjolfsson, E., & McAfee, A. (2014). The second machine age.
Thinking skills, higher order, 13 Trousdale, M., xvii Vinson, M., xvii Ward, D., xvii Welch, Jack, 27 Wright, J., xvii Wright, S., xvii Writing: action plan, 21–22 evidence-based, 13 leadership That Makes an Impact (Vo WHT THEIR: To El.
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This book is based on an eight-year, four-district study aimed at investigating what it takes to improve instruction at scale across schools and districts.
Coherent School Leadership will show you how to combine the components of Fullan's Coherence Framework (the Framework) with Kirtman's 7 Competencies for Highly Effective Leaders (the Competencies) to drive coherence—the shared depth of ...
Weiss (2019) indicated, “There is no sign that the large shortage of credentialed - teachers—overall, and especially in high-poverty schools—will go away” (p. 11). In addition, a shortage of effective principals is troubling as school ...
The Beating Heart of Educational Transformation Andy Hargreaves. eliminate the role of school districts ... improvement and be a means for efficient and effective use of research ... Achieving Coherence in District Improvement, Harvard ...
... Achieved Coherence The fourth lynchpin involves balancing the tension between district-driven improvement and classroom-driven improvement. It speaks to aligning the focus of teacher's inquiries and the goals identified in district and ...