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Michael Fullan and other notable experts present a cohesive model of tri-level reform—school, district, and state educators collaborating to build and strengthen capacity for change.
District-Level Change
Schools, as a group, cannot move forward unless the district is part of the solution. The district is a crucial part of the infrastructure with respect to leadership development, capacity building, mobilization and use of data, and intervention.
The article by Fullan and Sharratt depicts one district's journey into sustaining leadership: York Region, a large multicultural district just north of Toronto has stayed the course in changing the culture of the district and its 190 schools.
Childress and her colleagues at Harvard similarly have developed a compelling district-wide “coherence framework” with an instructional core surrounded by a set of strategies, structures, and resources required for district capacity building aimed at student learning and achievement.
There is no doubt that the role of the district in ...
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