Three-Essentials-to-Improving-Schools
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Three-Essentials-to-Improving-Schools
, HIGHSCHOOLS'THATWORKSREBThe Three Essentials:Improving Schools Requires District Vision, District and State Support, and Principal Leadership40391So Three-Essentials-to-Improving-SchoolsouthernRegionalEducationBoardwww.sreb.orgLearning-Centered Leadership ProgramThis report was developed by Gene Bottoms, SREB senior vice president, and Jon Schmidt-Davis, research and evaluation specialist for school and leadership improvement.The research and the publication are supported by the Wa Three-Essentials-to-Improving-Schoolsllace Foundation, which seeks to support and share effective ideas and practices that expand learning and enrichment opportunities for all people. TheThree-Essentials-to-Improving-Schools
foundations three current objectives are to 1) strengthen education leadership to improve student achievement; 2) improve out-of-school learning oppo, HIGHSCHOOLS'THATWORKSREBThe Three Essentials:Improving Schools Requires District Vision, District and State Support, and Principal Leadership40391So Three-Essentials-to-Improving-Schools multiple sources and differing perspectives. The findings and recommendations of individual reports arc solely those of the authors. For more information and research on these and other related topics, please visit Wallace's Knowledge Center at www.wallaccfoundation.org.Executive SummaryIn all rhe Three-Essentials-to-Improving-Schoolstalk about rhe building principal’s key role in producing “turnaround” high schools, one critical factor often gels lost in the policy shuffle:DistricThree-Essentials-to-Improving-Schools
ts matter.The vision and actions oi system leaders and school board members frequently determine whether principals can be effective in leading school, HIGHSCHOOLS'THATWORKSREBThe Three Essentials:Improving Schools Requires District Vision, District and State Support, and Principal Leadership40391So Three-Essentials-to-Improving-Schoolscipals are likely to fail.And states matter, too.At the point of intervention with struggling schools, whether states opt to bypass the central office or decide instead to include district leaders in their capacity-building efforts will — more often than nor — determine whether their intervention ef Three-Essentials-to-Improving-Schoolsforts have much staying power.The Three EssentialsThese understandings about the three essentials of school improvement have emerged from close observThree-Essentials-to-Improving-Schools
ations of the inner workings of seven school districts, as the Southern Regional Education Board’s (SREB) Ixarning-Ccntcrcd leadership Program sought , HIGHSCHOOLS'THATWORKSREBThe Three Essentials:Improving Schools Requires District Vision, District and State Support, and Principal Leadership40391So Three-Essentials-to-Improving-Schoolsading school ìmprovemenlìThis research is parr of a comprehensive effort ro pinpoint rhe key leadership factors that improve student achievement and increase die number ol high school graduates who are ready for college and careers. In this srudy, SRI B examined rhe role of rhe disrricr office in pr Three-Essentials-to-Improving-Schoolsoviding principals wirh rhe working conditions they need to improve teacher effectiveness and student performance in the middle gradesand high school.Three-Essentials-to-Improving-Schools
This investigation included 35 interviews with superintendents, school board chairs and selected central-office leaders from seven diverse school syst, HIGHSCHOOLS'THATWORKSREBThe Three Essentials:Improving Schools Requires District Vision, District and State Support, and Principal Leadership40391So Three-Essentials-to-Improving-Schoolseive from higher up in the school governance structure.IThe findings in this report include two overarching conclusions:First: Three essential elements must be in place for struggling high schools to improve in substantive ways:5l State capacity-buildingV District visionPrincipal leadershipSecond: T Three-Essentials-to-Improving-Schoolshese elements are rarely all present and working in sync.As a result, despite federal mandates, state interventions and system expenditures of millionThree-Essentials-to-Improving-Schools
s of dollars earmarked for reform, many school districts serving high-needs students have a substantial percentage of schools not meeting Adequate Yea, HIGHSCHOOLS'THATWORKSREBThe Three Essentials:Improving Schools Requires District Vision, District and State Support, and Principal Leadership40391So, HIGHSCHOOLS'THATWORKSREBThe Three Essentials:Improving Schools Requires District Vision, District and State Support, and Principal Leadership40391SoGọi ngay
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