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:

Professional Development

Professional development

Professional development remains one of the key ingredients in helping educators improve student learning at their schools. In fact, some of the best studies of professional development suggest that teachers receiving an average of 49 hours can boost their students’ achievement by 23 percentile points (Yoon, Duncan, Lee, Scarloss, & Shapley, 2007). Even though teachers, in a 2005 national survey, reported an average of 66 hours of professional development during the 2003–04 school year (Birman et al., 2007), we've yet to see the striking results anticipated by some researchers. The issues in professional development, we believe, are not so much about the time available for professional development, but how that time is used.

Mary Kennedy's (1998) early synthesis of research findings on effective ...

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