• Summary
  • Contents
  • Subject index

Educators and policymakers need to add to their toolbox for implementing reform this outstanding new book by Kilgore and Reynolds. It is rare to find such a well-written volume that explains how to reorganize schools into more effective enterprises using clear examples grounded in rich scientific studies. For those faced with how to make things happen and work smarter, this excellent book delivers on both.”

—Barbara Schneider

John A. Hannah Distinguished Professor, Michigan State University

Transform your school's culture from the inside out

You're stunned by the increase in student absenteeism this year and wonder what is causing it. There may be multiple factors, but few administrators have the luxury of investigating them all. From Silos to Systems provides specific application steps for engaging all staff in a systematic approach to dealing with the various causes of schoolwide problems. School leaders who have used this approach find numerous benefits:

Teachers have a way for their voices to be heard; Principals spend less time trying to integrate all the concerns of various advisory groups; Strong cross-cutting ties that spur collaboration emerge among teachers; Educators realize more dramatic results from their efforts.

The book also includes current research on developing a positive school climate, improving professional learning opportunities, utilizing data analysis to identify and resolve instructional and behavior issues, and the effective use of technology in schools.

Sally Kilgore talks about using the book:

Section I
Section I

When it comes to the organizational life in public schools, only American universities do it more ineptly. New problems require new committees. New programs get their own task forces. When programs fizzle, the committee or task force disappears. Principals may want to share leadership, but invariably all the advisory groups, committees, and tasks forces introduce more complexities and responsibilities than solutions. Each department or grade level may have strong collegial relations, but they seldom see the whole picture. Educators with expertise needed to help others adopt new technologies are seldom spread evenly over departments or grades. We propose a structure that endures beyond a single program or individual initiatives and a process for developing expertise and vetting options.

The first section of this ...

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