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| About the Authors | |
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| Does District Leadership Matter? | |
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| The Study | |
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| The Relationship Between District Leadership and Student Achievement | |
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| What Does a Correlation Tell You? | |
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| Specific Leadership Behaviors | |
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| Ensuring Collaborative Goal Setting | |
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| Establishing Nonnegotiable Goals for Achievement and Instruction | |
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| Creating Board Alignment With and Support of District Goals | |
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| Monitoring Achievement and Instruction Goals | |
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| Allocating Resources to Support the Goals for Instruction and Achievement | |
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| A Surprising and Perplexing Finding: Defined Autonomy | |
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| The "Bonus" Finding | |
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| The District, Schools, and Teachers Working Together | |
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| Summary | |
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| Putting Our Findings in Perspective | |
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| Districts and Schools as Loosely Coupled Systems | |
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| Issues With Site-Based Management | |
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| The Call for Tight Coupling Regarding Achievement and Instruction | |
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| The Evidence From High-Reliability Organizations | |
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| The Evidence From Worldwide Study of Effective Schools | |
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| A New View of District Leadership | |
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| Summary | |
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| Setting and Monitoring Nonnegotiable Goals for Achievement | |
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| The Context for Setting and Monitoring Nonnegotiable Goals for Achievement | |
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| The Need for a Formatively Based, Value-Added System | |
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| Characteristics of a Formatively Based, Value-Added System | |
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| Reconstitute State Standards as Measurement Topics or Reporting Topics | |
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| Monitoring Phase 1 | |
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| Track Student Progress on Measurement Topics Using Teacher-Designed and District-Designed Formative Assessment | |
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| Monitoring Phase 2 | |
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| Provide Support for Individual Students | |
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| Monitoring Phase 3 | |
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| Redesign Report Card | |
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| Monitoring Phase 4 | |
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| Summary | |
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| Setting and Monitoring Nonnegotiable Goals for Instruction | |
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| Characteristics of High-Quality Teachers | |
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| A Focus on Pedagogy | |
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| Systematically Explore and Examine Instructional Strategies | |
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| Monitoring Phase 1 | |
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| Design a Model or Language of Instruction | |
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| Monitoring Phase 2 | |
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| Have Teachers Systematically Interact About the Model or Language of Instruction | |
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| Monitoring Phase 3 | |
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| Have Teachers Observe Master Teachers (and Each Other) Using the Model of Instruction | |
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| Monitoring Phase 4 | |
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| Monitor the Effectiveness of Individual Teaching Styles | |
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| Monitoring Phase 5 | |
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| Summary | |
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| Collaborative Goal Setting, Board Alignment, and Allocation of Resources | |
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| Collaborative Goal Setting | |
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| Board Alignment and Support | |
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| Allocation of Resources | |
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| The United States Versus Other Countries | |
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| Summary | |
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| Defined Autonomy in a High-Reliability District | |
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| The Common Work of Schools Within a District | |
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| School Leadership for Defined Autonomy | |
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| District Initiative: Ensure Collaborative Goal Setting | |
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| District Initiative: Establish Nonnegotiable Goals for Achievement and Instruction | |
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| District Initiative: Create Board Alignment and Support | |
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| District Initiative: Monitor Nonnegotiable Goals | |
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| District Initiative: Allocate Resources | |
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| Summary and Conclusions | |
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| The Perils and Promises of Second-Order Change | |
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| Living Through the Tough Times | |
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| Some Advice for District Leaders | |
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| Know the Implications of Your Initiatives | |
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| Maintain a Unified Front | |
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| Keep the Big Ideas in the Forefront | |
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| Use What Is Know About Acceptance of New Ideas | |
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| Communicate With "Sticky Messages" | |
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| Manage Personal Transitions | |
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| Revisiting the Bonus Finding | |
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| Epilogue | |
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| Technical Notes | |
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| Interpretation of Correlation Between Principal Leadership and Student Achievement | |
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| General Methodology Used in This Study | |
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| Binomial Effect Size Display Interpretation of Correlations | |
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| Correlation for Five District Responsibilities or Initiatives | |
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| Correlation for Defined Autonomy | |
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| Tenure | |
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| District, School, and Teacher Effects | |
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| Standardized Mean Difference Effect Size (ESd) | |
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| Interpretation of Durlak and Weissberg (2007) Findings | |
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| Appendix | |
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| Reports Used in Meta-Analysis | |
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| References | |
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| Index | |