“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 Sixth C-B Dynamic: Consolidating Success
The sixth C-B dynamic: Consolidating success

(Prepared in collaboration with Dr. Allan Morgan)

Sustainability is a meal, not a menu. You can't pick and choose. All the principles go together. You have to eat all your “greens.”

AndyHargreaves and DeanFink (2006, p. 251)

The past decade has seen the emergence of a range of exciting models for school improvement. But many teachers and principals remain unconvinced of their worth, questioning whether they can be sustained in the face of challenges such as constant staff turnover, inconsistent supervisor expectations, and seemingly cataclysmic systemic priorities. Added to that is the “new broom principal” mind-set—“I'm the new broom, sent here to sweep the place clean. I'll let you know when I have decided what is best ...

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