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Foreword | |
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Preface | |
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Acknowledgments | |
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Introduction | |
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Why Boards Must Lead | |
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School Districts | |
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Superintendent Leadership | |
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Direct and Indirect Democratic Control | |
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School Boards and Superintendents | |
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Reform Governance: An Overview | |
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Core Beliefs and Commitments | |
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Theories of Action for Change | |
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Roles, Responsibilities, and Relationships | |
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Building Blocks of Reform Governance | |
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Policy Development and Oversight | |
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Policies to Transform Urban Districts | |
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Building Civic Capacity | |
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Transition Planning | |
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The Reform Governance Framework | |
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Core Beliefs and Commitments | |
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The Big Question | |
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Core Beliefs and Commitments | |
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Standards and Assessments | |
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The Hope for America | |
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Theories of Action for Change | |
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Theory of Action for Change | |
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Comprehensive Theories of Action for Incremental Improvements | |
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Comprehensive Theories of Action to Transform Urban Districts | |
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Accountability, Empowerment, and Capacity | |
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Choosing a Theory of Action | |
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Roles, Responsibilities, and Relationships | |
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The Governance Challenge | |
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Relationship Spheres | |
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Constituent Service Versus Micromanagement | |
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Management Oversight | |
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Follow or Lead? | |
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Building Blocks of Reform Governance | |
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Board Meetings | |
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Judicial Hearings | |
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Board Workshops | |
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Board Committees | |
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Administrative Support | |
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Conclusion | |
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Policy Development and Oversight | |
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Policy Context | |
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Routine Operating Policies | |
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Reform Policies | |
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Policy Development Methods | |
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Policy Development Principles | |
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Policy Oversight | |
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Policies to Transform Urban Districts | |
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Policy Framework for Performance/Empowerment | |
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Policy Framework for Managed Instruction | |
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Policy Framework for Managed Performance/Empowerment | |
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Policy Framework for Charter Districts | |
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Reform Governance Policy Leadership | |
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Building Civic Capacity and Transition Planning | |
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Building Civic Capacity | |
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Transition Planning | |
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Board Leadership | |
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Notes | |
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References | |
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Additional Readings | |
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Index | |
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About the Author | |