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LEADING SCHOOL TURNAROUND Leading School Turnaround offers new perspectives and concrete, evidence-based guidelines for the educational leaders and administrators faced with the challenge of turning our low-performing schools around. Using the tools outlined in this groundbreaking book, school leaders can guide their schools to higher levels of achievement and sustained academic success. Based on research conducted in the United States, Canada, and England, Leading School Turnaround addresses in three parts the dynamic context of the turnaround environment, what turnaround leaders do, and the incredible challenges of moving from turnaround to "stay around." Filled with illustrative examples, the book outlines the best practices and behaviors successful turnaround leaders exercise. The authors include detailed information for applying the four main categories of turnaround leadership: direction setting, developing people, redesigning the school, and managing the instructional program. This important resource can help any school leader get their school back on the track to academic success.
Set the foundation for a successful, sustainable school turnaround. Designed for school leadership, district administration, and teacher leaders, Flip This School presents a framework to revitalize underperforming and turnaround schools. Throughout the resource, authors John F. Eller and Sheila A. Eller detail practical strategies for planning school improvement efforts and collaborating with the schools existing staff and faculty to initiate a complete school transformation. This book will guide educational leadership in planning successful school turnaround: Identify the unique needs of your school, and learn how to develop a school improvement plan with the best methods to address present conditions. Understand the skill set needed for effectively leading school turnaround efforts. Gain strategies for developing a data-gathering plan, and recognize the ways in which data is helpful for successful turnaround schools. Examine the role of districts in the school reform and turnaround process. Consider how to improve school culture and provide opportunities for professional growth for teachers. Learn how to effectively manage change as well as understand how teacher leadership teams contribute to school improvement planning and the turnaround process. Contents: Introduction: Understanding the Foundations of School Turnaround Chapter 1: Assessing and Developing Your Leadership Skills Chapter 2: Gathering Extensive Data Chapter 3: Gaining Commitment for Resources and Support Chapter 4: Developing a Positive Climate of Collaboration Chapter 5: Building Capacity for Growth Chapter 6: Successfully Managing Change Chapter 7: Implementing Structures and Practices for Success References and Resources
The concept of school turnaround--rapidly improving schools and increasing student achievement outcomes in a short period of time--has become politicized despite the relative newness of the idea. Unprecedented funding levels for school improvement combined with few examples of schools substantially increasing student achievement outcomes has resulted in doubt about whether or not turnaround is achievable. Skeptics have enumerated a number of reasons to abandon school turnaround at this early juncture. This book is the first in a new series on school turnaround and reform intended to spur ongoing dialogue among and between researchers, policymakers, and practitioners on improving the lowest-performing schools and the systems in which they operate. The "turnaround challenge" remains salient regardless of what we call it. We must improve the nation's lowest-performing schools for many moral, social, and economic reasons. In this first book, education researchers and scholars have identified a number of myths that have inhibited our ability to successfully turn schools around. Our intention is not to suggest that if these myths are addressed school turnaround will always be achieved. Business and other literatures outside of education make it clear that turnaround is, at best, difficult work. However, for a number of reasons, we in education have developed policies and practices that are often antithetical to turnaround. Indeed, we are making already challenging work harder. The myths identified in this book suggest that we still struggle to define or understand what we mean by turnaround or how best, or even adequately, measure whether it has been achieved. Moreover, it is clear that there are a number of factors limiting how effectively we structure and support low-performing schools both systemically and locally. And we have done a rather poor job of effectively leveraging human resources to raise student achievement and improve organizational outcomes. We anticipate this book having wide appeal for researchers, policymakers, and practitioners in consideration of how to support these schools taking into account context, root causes of low-performance, and the complex work to ensure their opportunity to be successful. Too frequently we have expected these schools to turn themselves around while failing to assist them with the vision and supports to realize meaningful, lasting organizational change. The myths identified and debunked in this book potentially illustrate a way forward.
There's no mystery in turning around low-performing or failing schools, but there are also no recipes. In Turnaround Principals for Underperforming Schools Rosemary Papa and Fenwick English identify the essential ingredients for success. The causesof failure are complex and interactive. Schools are not inert structures but living organisms. Putting schools back together is a collaborative venture. It takes a team to turn around a school, but it all begins with the leadership. The key to success rests in a school leader who has a fundamental understanding of the dynamics of schooling, human motivation, and possesses the resiliency and energy to engage in altering the internal landscape of an unsuccessful school. Two veteran educators have put together a work based on their research and experience for the past half-century. They pull no punches. The challenge is not only to turn low-performing or failing schools around, but to enable them to become more socially just places for all students.
Leading Holistically explores systems thinking in educational leadership—a comprehensive framework that enables leaders to improve their practice by taking a holistic perspective, instead of relying on a one-size-fits-all solution to discrete aspects of their organization. Aiming to expand the existing literature on systems thinking in educational leadership and policy, renowned educational leadership scholars come together in this valuable book to examine systems thinking at the school, district, and state/national levels, providing strategies to guide educators toward success. This important book unpacks the complexity and nuances of systems thinking in educational leadership and policy, helping educators face the growing complexity, change, and diversity in education to realize the promise of improvement for all those connected to and involved in the important endeavor of education.
In this moving volume, successful and respected teachers from across the country reveal how recent top-down education policies have played out in their schools and classrooms in negative and counterproductive ways, and offer teacher-led alternatives for providing equitable, engaging, and empowering education. Framed by critical analyses of the major trends and policies enacted over the past fifteen years, Inside Our Schools adds to the understanding of unintended consequences of policy on classroom practice as well as the limits of current policies--uninformed by the actual conditions that teachers face--to improve teaching and learning. It also reveals the honest struggles of educators seeking to do the right thing for students in the face of enormous obstacles, underscoring the need to inject teacher voices and perspectives in education policy making going forward. "In this powerful collection, Brett Gardiner Murphy has gathered together an impressive group of teachers to reflect on the day-to-day challenges and joys of teaching within the current difficult sociopolitical context. Inside Our Schools provides sobering reflections of how our public schools have lost their way, and what needs to be done to restore hope and confidence in them. The book is a poignant reminder of the crucial role of public education in a democratic society." --Sonia Nieto, professor emerita, language, literacy, and culture, College of Education, University of Massachusetts, Amherst "What a relief--and how sadly unusual it is--to hear about education and reform from the people actually doing the educating. This book provides twenty-five sobering and enlightening accounts of teaching in our time, organized under five masterfully summarized themes. A valuable book for policy makers, practitioners, and parents." --Mike Rose, author of Possible Lives: The Promise of Public Education in America Brett Gardiner Murphy is the director of strategic projects at the Posse Foundation and a former New York City public school history teacher.
The real reform agenda -- Turning schools around -- Change -- Turning a whole system around.
Most guides to the process of turning around low-performing schools are written for principals and policy makers. Teachers, however, are the individuals expected to conduct the “heavy lifting” of school improvement. Teachers’ Guide to School Improvement is the first book on the subject written expressly for teachers. In this expanded second edition, teachers are shown a step-by-step process for raising student achievement, beginning with the diagnosis of the causes of low achievement and extending through the crucial first year of turnaround and beyond. Examples of effective turnaround practices are drawn from a variety of elementary, middle, and high schools.
"This book is a game changer! Strengths-Based Teaching and Learning in Mathematics: 5 Teaching Turnarounds for Grades K- 6 goes beyond simply providing information by sharing a pathway for changing practice. . . Focusing on our students’ strengths should be routine and can be lost in the day-to-day teaching demands. A teacher using these approaches can change the trajectory of students’ lives forever. All teachers need this resource! Connie S. Schrock Emporia State University National Council of Supervisors of Mathematics President, 2017-2019 NEW COVID RESOURCES ADDED: A Parent’s Toolkit to Strengths-Based Learning in Math is now available on the book’s companion website to support families engaged in math learning at home. This toolkit provides a variety of home-based activities and games for families to engage in together. Your game plan for unlocking mathematics by focusing on students’ strengths. We often evaluate student thinking and their work from a deficit point of view, particularly in mathematics, where many teachers have been taught that their role is to diagnose and eradicate students’ misconceptions. But what if instead of focusing on what students don’t know or haven’t mastered, we identify their mathematical strengths and build next instructional steps on students’ points of power? Beth McCord Kobett and Karen S. Karp answer this question and others by highlighting five key teaching turnarounds for improving students’ mathematics learning: identify teaching strengths, discover and leverage students’ strengths, design instruction from a strengths-based perspective, help students identify their points of power, and promote strengths in the school community and at home. Each chapter provides opportunities to stop and consider current practice, reflect, and transfer practice while also sharing · Downloadable resources, activities, and tools · Examples of student work within Grades K–6 · Real teachers’ notes and reflections for discussion It’s time to turn around our approach to mathematics instruction, end deficit thinking, and nurture each student’s mathematical strengths by emphasizing what makes them each unique and powerful.
For more than two generations, the traditional urban school system—the district—has utterly failed to do its job: prepare its students for a lifetime of success. Millions and millions of boys and girls have suffered the grievous consequences. The district is irreparably broken. For the sake of today’s and tomorrow’s inner-city kids, it must be replaced. The Urban School System of the Future argues that vastly better results can be realized through the creation of a new type of organization that properly manages a city’s portfolio of schools using the revolutionary principles of chartering. It will ensure that new schools are regularly created, that great schools are expanded and replicated, that persistently failing schools are closed, and that families have access to an array of high-quality options. This new entity will focus exclusively on school performance, meaning, among other things, our cities can thoughtfully integrate their traditional public, charter public, and private schools into a single, high-functioning k-12 system. For decades, the district has produced the most heartbreaking results for already at-risk kids. The Urban School System of the Future explains how we can finally turn the tide and create dynamic, responsive, high-performing, self-improving urban school systems that fulfill the promise of public education.