• Summary
  • Contents
  • Subject index

It is heartening to read about a practical, specific and supportive school review process that begins with true collaboration! Bev Freedman and Raf Di Cecco offer a complete package for educators who crave how to collaboratively guide school improvement from the inside out.

—Lyn Sharratt, Author, Putting FACES on the Data

Say goodbye to top-down evaluations and hello to collaboration and change!

How can you leverage the objectivity of outside evaluators and the knowledge of local educators who understand your school's particular situation to help you drive school improvement? The answer: collaborative schools reviews.

Beverly Freedman and Raf DiCecco show how to design and implement a rigorous and effective school evaluation process, conducted by personnel from within your district in collaboration with your school leadership team. Here you'll find user-friendly guidance for planning and managing every step of the review process, including: A research-based case for how collaborative school reviews transform teaching and learning; Guidance on ensuring that the review process aligns with the district's mission and goals as well as with the Common Core State Standards; Best practices and protocols for creating review teams and conducting onsite classroom observations; How-to's for effectively using data to gain a balanced view of school performance; A composite case study that brings the collaborative school review process to life

This breakthrough book shows how to bring school and district teams together to shape sustainable, positive change and strengthen student achievement.

Designing Collaborative School Reviews
Designing collaborative school reviews

Mike Borgfijord (2012), superintendent of the Seine River School Division in Manitoba, Canada, asserts that “school reviews are an integral component of building learning communities that demand higher standards for student learning.”

Designing Effectively

Our tendency is to spend our time in day-to-day implementation and routine activities, what we call Quadrant 3 or the delivery quadrant. As educators, we sometimes jump in and solve problems without first doing the work to ensure we have the proper direction, structure, and resourcing in place to achieve our goals. Or we may focus on a specific aspect of reform and not think systemically. Remember, for strategic improvement, it's not single initiatives of improvement but the weaving together of system improvements in a coherent ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles