District Leadership That Works Striking the Right Balance

ISBN-10: 1935249193

ISBN-13: 9781935249191

Edition: 2009

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Description: District leaders need not direct educational policy and progress from a distance. District Leadership That Works: Striking the Right Balance explores the research that proves district leadership does have an impact on student achievement in the classroom. When leaders strike the right balance between establishing overarching goals and supporting building-level autonomy on how to meet those goals, student achievement flourishes. The authors show how to strengthen and support the educational process through dynamic collaboration-with schools, teachers, boards, unions, and community members-that ensures every student's success.

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Book details

List price: $29.95
Copyright year: 2009
Publisher: Solution Tree
Publication date: 8/1/2008
Binding: Paperback
Pages: 176
Size: 6.75" wide x 9.50" long x 0.25" tall
Weight: 1.100
Language: English

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