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| About the Authors | |
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| Foreword | |
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| Introduction | |
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| The Case for Districtwide Alignment | |
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| It's Not Easy | |
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| The Three Big Ideas | |
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| Ensuring that All Students Learn | |
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| Building a Collaborative Culture | |
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| Establishing a Focus on Results | |
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| Conclusion | |
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| Alignment's Essential Components | |
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| Defining District Roles | |
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| The Three Roles | |
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| Role Bridges | |
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| The Cascading Effect | |
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| Communicating Through Data | |
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| Collecting Formative and Summative Assessments | |
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| Data Comparisons | |
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| Audience-Based Data | |
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| Role-Based Reporting of Data | |
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| Applying Loose and Tight Leadership | |
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| Reciprocal Accountability | |
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| Role Expertise | |
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| Commitment to the Big Ideas | |
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| Applying the Alignment Constants | |
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| Conclusion | |
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| Aligning to a Focus on Learning | |
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| The Strategic Role | |
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| The Tactical Role | |
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| The Operational Role | |
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| Non-Negotiables for Ensuring a Focus on Learning | |
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| A Guaranteed and Viable Curriculum | |
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| A Balanced and Coherent System of Assessment | |
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| A Schoolwide Pyramid of Interventions | |
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| Alignment Constants | |
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| Strategic Responsibilities | |
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| Tactical Responsibilities | |
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| Operational Responsibilities | |
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| Case Study for a Focus on Learning | |
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| Deconstructing the Story: What Went Right | |
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| Deconstructing the Story: What Went Wrong | |
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| Summary | |
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| Conclusion | |
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| Aligning to a Collaborative Culture | |
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| The Strategic Role | |
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| The Tactical Role | |
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| The Operational Role | |
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| Non-Negotiables for Building a Collaborative Culture | |
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| Shared Mission, Vision, Values, and Goals | |
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| High-Performing Collaborative Teams | |
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| Creating Intentional Collaboration | |
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| Alignment Constants | |
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| Case Study for Building a Collaborative Culture | |
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| Deconstructing the Story: What Went Right | |
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| Deconstructing the Story: What Went Wrong | |
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| Summary | |
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| Conclusion | |
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| Aligning to a Results Orientation | |
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| The Strategic Role | |
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| The Tactical Role | |
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| The Operational Role | |
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| Non-Negotiables for Establishing a Results Orientation | |
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| Establishing a Data Mindset | |
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| Data Management, Collection, and Analysis | |
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| Data-Based Action to Improve Results | |
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| Alignment Constants | |
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| Case Study for Establishing a Results Orientation | |
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| Deconstructing the Story: What Went Right | |
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| Deconstructing the Story: What Went Wrong | |
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| Summary | |
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| Conclusion | |
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| An Alternative to Dead Reckoning: Assessing PLC Alignment | |
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| Why Alignment Appraisal Tools? | |
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| The Big Idea Assessment Instrument-Appraisal Tool 1 | |
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| The Alignment Constants Instrument-Appraisal Tool 2 | |
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| Conclusion | |
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| Epilogue | |
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| Appendix: Big Idea Self-Assessments | |
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| Self-Assessment for a Focus on Learning | |
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| Self-Assessment for Building a Collaborative Culture | |
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| Self-Assessment for a Results Orientation | |
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| References and Resources | |
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| Index | |