Summary
Contents
Subject index
Case Studies taken from the author’s work with over 300 schools Leadership Competencies in Action Practical Tools to put plans into action district by district Reflection questions Implementation steps Foreword by Michael Fullan and Joanne Quinn
Evidence-Based Cycles of Inquiry for Continuous Improvement
Evidence-Based Cycles of Inquiry for Continuous Improvement
We have found one of the most challenging endeavors for schools and districts is establishing evidence-based cycles of inquiry for the continuous improvement of leadership, teaching, and learning. The reason is the distinct separation of roles for teachers, principals, and district staff in leading improvement efforts. This relates back to the concept of leadership as a hierarchy rather than a huddle. District staff orchestrate resources and supports for each school to improve teaching and learning. Principals lead schoolwide improvement of supports for teaching and learning, and teachers work as teams within schools to improve instructional practices and student learning results. While all may be focused on improving teaching and learning, ...
- Loading...