“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.

Next Steps Along the Parallel Leadership C-B Pathway
Next steps along the parallel leadership C-B pathway

Parallel leadership is a distinctive educational concept that has the potential to decisively advance the cause of schools and the teaching profession in the twenty-first century

Crowther et al. (2009, p. 58)
Introduction

A pathway, the Macquarie Dictionary tells us, is a course of action in which something moves. In school improvement, several leadership pathways are well trodden. First is the principal pathway, where principals wave the flag, decide the direction, and point the way. Second is the systemic pathway, where district and system officers describe the destination and provide general directions for getting there, sometimes offering the services of a part-time guide. Third is the experiential pathway, where no particular end is ...

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