“Frank Crowther and his associates show us how to build the foundation for sustainability. They weave together a powerful conceptual framework, snapshots of schools using the ideas, and activities for getting there yourself. Engagement, clarity, and impact are at the core of this terrific book.”

—Michael Fullan, Professor and Author

Ontario Institute for Studies in Education, University of Toronto

“A very informative book that will assist beginning and seasoned administrators in organizing and restructuring their schools to meet the needs of the 21st century.”

—Belinda J. Raines, Principal

Northwestern High School, Detroit, MI

The definitive approach to achieving long-term school improvement

Will your school improvement plan stand the test of time? Bestselling author Frank Crowther makes a compelling case for capacity-building and parallel leadership as the keys to ensuring sustainable improvement. Based on a recent research study that examined how school leaders collaborated to enhance quality in their workplaces, this book:

Outlines six research-based dynamics for accomplishing lasting results; Provides real-life examples of successful parallel leadership among administrators, teachers, and students; Demonstrates effective capacity building in a variety of settings with case studies and simulations

Everything you need to build a successful and sustainable plan that is rooted in enduring principles is right here, complete with practical examples and proven tools.

The Fourth C-B Dynamic: Micro-Pedagogical Deepening
The fourth C-B dynamic: Micro-pedagogical deepening

(Prepared in collaboration with Dr. Dorothy Andrews and Ms. Lindy Abawi)

Teaching holds a mirror to the soul, [therefore] knowing myself is crucial to good teaching.

ParkerPalmer (1998, p. 2)

In the previous chapter, Elizabeth City and her colleagues drew to our attention the importance in school improvement of “an agreed-upon definition of what high-quality instruction looks like.” With this somewhat novel but important thought as our guide, we proceeded to discuss our construct of SWP—schoolwide pedagogy. We showed how it can be developed out of an inspirational school vision and how it can provide the basis for consistency and refinement in teachers’ work and transferability in students’ learning.

But how does City's idea of an “agreed-upon definition ...

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