How to Turn a School Around

Based on key findings from literature and the author's own experience, this book is designed to help principals and other administrators improve schools.

How to Turn a School Around

Based on key findings from literature and the author's own experience, this book is designed to help principals and other administrators improve schools. The authors guide the reader through developing a collective vision, providing professional development, involving stakeholders in decision-making, and building support for change. Each chapter examines a different aspect of the school change process.

Turnaround Principals for Underperforming Schools

There's no mystery in turning around low-performing or failing schools, but there are also no recipes. In Turnaround Principals for Underperforming Schools Rosemary Papa and Fenwick English identify the essential ingredients for success.

Turnaround Principals for Underperforming Schools

There's no mystery in turning around low-performing or failing schools, but there are also no recipes. In Turnaround Principals for Underperforming Schools Rosemary Papa and Fenwick English identify the essential ingredients for success. The causesof failure are complex and interactive. Schools are not inert structures but living organisms. Putting schools back together is a collaborative venture. It takes a team to turn around a school, but it all begins with the leadership. The key to success rests in a school leader who has a fundamental understanding of the dynamics of schooling, human motivation, and possesses the resiliency and energy to engage in altering the internal landscape of an unsuccessful school. Two veteran educators have put together a work based on their research and experience for the past half-century. They pull no punches. The challenge is not only to turn low-performing or failing schools around, but to enable them to become more socially just places for all students.

Leading School Turnaround

Using the tools outlined in this groundbreaking book, school leaders can guide their schools to higher levels of achievement and sustained academic success.

Leading School Turnaround

Praise for Leading School Turnaround "Going beyond their previous considerable work on the study of leadership, Kenneth Leithwood, Alma Harris, and Tiiu Strauss now get up-close and detailed. They use their powerful framework for how school leaders influence student learning, but this time they get inside the 'how.' Practical, powerful, interesting, and insightful— an indispensible resource for turnaround leaders." —MICHAEL FULLAN, professor emeritus, Ontario Institute for Studies in Education at the University of Toronto "The problem of bringing about change in those schools where it is needed most remains one of the most intractable challenges in school leadership. This book is written by international scholars who understand the complexities of this challenge. Unlike other volumes based on a single person's experience or a reading of the literature, these authors offer useful specific insights based on data about what leaders in schools that accomplish fundamental change actually do." —PHILIP HALLINGER, Chair Professor of Leadership and Change, Hong Kong Institute of Education

School Turnaround Policies and Practices in the US

This volume provides an analysis of what we know about turning around "failing" schools in the United States.

School Turnaround Policies and Practices in the US

This volume provides an analysis of what we know about turning around "failing" schools in the United States. It starts with an in-depth examination of the barriers that hinder action on turnaround work. The book analyses the reasons why some schools that find themselves in serious academic trouble fail in their efforts to turn themselves around. Beginning with a discussion of what may best be described as "lethal" reasons or the most powerful explanation for failed reform initiatives, which include an absence of attention to student care and support; a near absence of attention to curriculum and instruction; the firing of the wrong people. Covered in this volume are "critical" explanations for failed turnaround efforts such as failure to attend to issues of sustainability, and "significant" explanations for failed turnaround efforts such as the misuse of test data. The volume concludes by examining what can be done to overcome problems that cause failure for turnaround schools and reviewing ideas in the core technology of schooling: curriculum, instruction, and assessment. As well as exploring problems associated with the leadership and management of schools to see where improvement is possible and an analysis of opportunities found in relationships between schools and their external partners such as parents and community members.

School Management by Wandering Around

There Elran learns about the tale of a mystical river flowing through a remote region; a river in whose waters, he is told, ultimate freedom from the darkness can be found. It could be the truth or a blatant lie. Elran decides to find out.

School Management by Wandering Around

This book will help administrators and school leaders achieve excellence in all areas of the school system. It does not require massive planning or restructuring, just personal commitment and application.

Turning Around a Dysfunctional School an Auto ethnography

This research represents a particularly personalized account of my journey in turning around a dysfunctional school.

Turning Around a Dysfunctional School   an Auto ethnography

This research represents a particularly personalized account of my journey in turning around a dysfunctional school. Poor performing schools, poor quality education and schools that are dysfunctional have become an enduring challenge in South Africa and much theorising has gone into advising schools on what they should do to turn their schools around. This study approaches the problem from a different angle where I document my own journey in turning around a dysfunctional school. In the study I narrate my leadership experience through a self-study to further understand how my leadership impacted a primary school and succeeded in turning it around. Two important strands in the literature inform the theoretical lens of the study: FullaniÌ8℗¿℗ưs ideas on the management of change, and NieuwenhuisiÌ8℗¿℗ư notion of developing a learning (or value-driven) school. Using auto-ethnography as the qualitative research approach, I reflected on and documented my experiences and supplemented these with interviews with stakeholders involved in the process of turning the school around, thereby ensuring a 360? view of what had happened. This type of qualitative research is a conversation between me and the individual reading it and brings the reader inside my personal experience as principal. My evaluation through the methodology of an auto-ethnography narrative illustrated the complexities I faced as a newly appointed principal in a dysfunctional school. My leadership experiences, personal trials, staff interactions and challenges involved in handling change in a school setting were documented through lived experiences as a principal and may resonate with the experiences of other principals faced with similar challenges. My analysis provided me with a deep understanding of myself as leader and an understanding of continually developing and building meaning and purpose, while reminding the staff of the schooliÌ8℗¿℗ưs vision and value, what was to be accomplished and who was being served as a result. Leadership from my lens offered me the opportunity to foster change that was meaningful and impacted positively on the school community. I was able to grow professionally in an environment conducive to learning embedded in my mission to serve. The journey may be of value to those who are appointed as principals in dysfunctional schools and may add to the knowledge field of the practical management of schools.

Enduring Myths That Inhibit School Turnaround

This book is the first in a new series on school turnaround and reform intended to spur ongoing dialogue among and between researchers, policymakers, and practitioners on improving the lowest-performing schools and the systems in which they ...

Enduring Myths That Inhibit School Turnaround

The concept of school turnaround—rapidly improving schools and increasing student achievement outcomes in a short period of time—has become politicized despite the relative newness of the idea. Unprecedented funding levels for school improvement combined with few examples of schools substantially increasing student achievement outcomes has resulted in doubt about whether or not turnaround is achievable. Skeptics have enumerated a number of reasons to abandon school turnaround at this early juncture. This book is the first in a new series on school turnaround and reform intended to spur ongoing dialogue among and between researchers, policymakers, and practitioners on improving the lowest-performing schools and the systems in which they operate. The “turnaround challenge” remains salient regardless of what we call it. We must improve the nation’s lowest-performing schools for many moral, social, and economic reasons. In this first book, education researchers and scholars have identified a number of myths that have inhibited our ability to successfully turn schools around. Our intention is not to suggest that if these myths are addressed school turnaround will always be achieved. Business and other literatures outside of education make it clear that turnaround is, at best, difficult work. However, for a number of reasons, we in education have developed policies and practices that are often antithetical to turnaround. Indeed, we are making already challenging work harder. The myths identified in this book suggest that we still struggle to define or understand what we mean by turnaround or how best, or even adequately, measure whether it has been achieved. Moreover, it is clear that there are a number of factors limiting how effectively we structure and support low-performing schools both systemically and locally. And we have done a rather poor job of effectively leveraging human resources to raise student achievement and improve organizational outcomes. We anticipate this book having wide appeal for researchers, policymakers, and practitioners in consideration of how to support these schools taking into account context, root causes of low-performance, and the complex work to ensure their opportunity to be successful. Too frequently we have expected these schools to turn themselves around while failing to assist them with the vision and supports to realize meaningful, lasting organizational change. The myths identified and debunked in this book potentially illustrate a way forward.

Turning Around the Nation s Lowest Performing Schools

Across the country, states and school districts are focusing on turning around the nation's lowest-performing schools.

Turning Around the Nation s Lowest Performing Schools

Across the country, states and school districts are focusing on turning around the nation's lowest-performing schools. Unprecedented federal Race to the Top and School Improvement Grant funding accompanied by a more prescriptive approach for using the funds has raised the profile of turnaround efforts. This focus on school turnaround, while welcome, is not new. State, district, and school leaders have been trying for years to turn around persistently low-performing schools. But while some schools have made significant gains in student achievement, results overall are decidedly mixed. One of the overarching reasons for the uneven results is that districts generally have failed to recognize that persistently low-performing schools face unique challenges that require aggressive, customized, and sustained interventions. Education Resource Strategies, Inc., or ERS, has identified five steps that districts can take in designing and implementing their school improvement programs that will increase the probability that their efforts will achieve lasting improvement: (1) Understand what each school needs; (2) Quantify what each school gets and how it is used; (3) Invest in the most important changes first; (4) Customize the strategy to the school; and (5) Change the district, not just the schools. There is no silver bullet--no single solution for how to turn a failing school around. But by taking these five steps district leaders can improve their probability for sustainable and scalable success. (Contains 26 endnotes.).

Turning Your School Around

This is a challenging task requiring complete openness and transparency, but schools that use the audit no longer have to respond to low report cards intuitively or out of fear.

Turning Your School Around


FREEZONED HIGH SCHOOL Destruction Within 21st Century American Education

“Yes, but I am a now person and what now means is that I am at Freezoned H.S. right now with the mandate to turn this failing school around.” “I certainly think that great. The school needs a strong administrator.

FREEZONED HIGH SCHOOL  Destruction Within 21st Century  American Education

The stories in the collection concern a typical suburban, public high school. Typical is the operative word. Tax money poured in by the local community for extraordinary services provided to all school-age children. Money spent everywhere: acclaimed educators hired, spectacular facilities built, resources like computers and laboratory equipment acquired, extra-curricular activities created, yet the outcome? Academic failure, violence, drugs, gangs, and, drop-out rates approaching fifty percent. There is the result! Why? Where has the money gone? The resources gone? The stories provide a glimpse and a few answers. There are portraits of students, teachers, and, school administrators. In these you can figure the reasons for the failures. Often, the failure is a combination of forces, the kids themselves, instability of parents and extended families, poor teachers and administrators, and, a bureaucracy gone wild. To pinpoint any one cause as a reason for the school's record is difficult at best.

A Decade of Research on School Principals

Principals who could successfully turn schools around first had to undertake 'an accurate diagnosis of the school's problems', mitigate 'factors driving decline', and plan from the diagnosis (Barker 2011, p. 95).

A Decade of Research on School Principals

This book provides a unique map of the focus and directions of contemporary research on school leadership since 2000 in 24 countries. Each of these directions has its own particular cultural, educational and policy history. Taken together, the various chapters in the volume provide a rich and varied mosaic of what is currently known and what is yet to be discovered about the roles and practices of principals, and their contributions to the improvement of teaching and the learning and achievement of students. The particular foci and methodological emphases of the research reported illustrate the different phases in the development of educational policies and provision in each country. This collection is an important addition to existing international research that has shown beyond any reasonable doubt that the influence of school principals is second only to that of teachers in their capacity to impact students’ progress and achievement and to promote equity and social justice.

Turning Around Failing Schools

"This book provides critical understandings on the causes of organizational decline, a comprehensive conception of the turnaround process, and powerful insights for transforming failing schools into the kind we all want for our children." ...

Turning Around Failing Schools

Provides an in-depth examination of the causes and symptoms of degeneration and a two-part model for preventing educational collapse and crafting an effective turnaround.

Turning Our Schools Upside Down

"This book provides readers with a different perspective on how to turn our schools around .

Turning Our Schools Upside Down

"This book provides readers with a different perspective on how to turn our schools around ... A plan is presented that would restore the dignity of teaching, make schools consider parents as their number one customers, and place educating children as the most important service a community can provide."--Back cover.

Juvenile Justice

In desperation, the superintendent turns to the controversial Joe Clark to become the principal and turn the school around. With a bullhorn in one hand, a baseball bat in the other, Clark took a tough approach to take control of the ...

Juvenile Justice

This textbook presents an overview of the major subject areas in juvenile justice, with some of the latest research available from books, journal articles, and government documents. It includes special features that engage the reader in thinking critically about the subjects, with practical examples of justice in action, laws, policies, and programs in juvenile justice.

Exiting School Improvement

"The purpose of this qualitative research study was to examine and describe the instructional practices and behaviors of four elementary school principals who implemented reform measures and practices under the requirements of No Child Left ...

Exiting School Improvement

"The purpose of this qualitative research study was to examine and describe the instructional practices and behaviors of four elementary school principals who implemented reform measures and practices under the requirements of No Child Left Behind (NCLB) to meet Adequate Yearly Progress (AYP) for two consecutive years in both reading and math. Through a prolonged in-depth interview process, the intent was to closely examine practices, procedures, and perceptions of these leaders in order to provide other school-based administrators in similar situations guidance when carrying out school improvement measures that build the capacity for student achievement. The study found that principals in highly impacted schools that were persistently low performing, exhibit five core practices when working to turn the school around. Principals demonstrate: (a) Extensive and Effective Use of the School Improvement Team; (b) Utilization of Multiple Professional Development Opportunities; (c) Communication through Meaningful Conversations; (d) Developing and Articulating a Vision for the School's Success; and (e) Practicing Strategic Leadership for Second Order Change. While principals should be the instructional leaders in their schools, their ability to be strategic in their planning and organizing the significant changes that must take place is also a necessary skill. Graduate level programs preparing aspiring principals should offer courses that provide real time experiences and opportunities for dialogue with experts to discuss specific issues facing administrators in persistently low performing schools. Furthermore, ongoing professional development specifically designed for principals currently working in highly impacted schools should be provided. Future research should explore the relationship between the principal and assistant principal in highly impacted schools to determine what roles assistant principal should play in successful school turnaround."--Abstract from author supplied metadata.

The Cultural Subcultural Contexts of Marijuana Use at the Turn of the Twenty First Century

Even for those gang members who worked or went to school, at the end of the work day or school day they headed for the streets: Well, I wake up around eight. Take a shower. Get ready. Come ta school. Get outta school around 3:00.

The Cultural Subcultural Contexts of Marijuana Use at the Turn of the Twenty First Century

Learn why marijuana use has increased in the new millennium According to the Substance Abuse and Mental Health Services Administration, marijuana is the most commonly used illicit drug. The Cultural/Subcultural Contexts of Marijuana Use at the Turn of the Twenty-First Century takes a close look at present cannabis use trends in the new millennium by providing the latest research findings and most current case studies. Age and ethnographic data are presented in detail always with a constant focus on the unique subcultural contexts in today’s society. This examination explores the most pressing issues in marijuana use, including the increased popularity of blunt smoking, the social ramifications of marijuana use in gangs and Southeast Asian youth, and alternative delivery systems for medical marijuana. The Cultural/Subcultural Contexts of Marijuana Use at the Turn of the Twenty-First Century discusses various aspects of marijuana being the drug of choice in today’s culture, including the different subgroups of age, economic status, and ethnic background. The book provides a comprehensive view of the people, reasons for use, varied ways of ingesting the drug, and marijuana use “rituals.” Extensive references, charts, tables, and figures are included to enhance clarification of research findings. The Cultural/Subcultural Contexts of Marijuana Use at the Turn of the Twenty-First Century discusses the latest research findings on: the growth of marijuana use in different social groups during the 1990s medical marijuana blunt smoking and marijuana use rituals as settings for informal social controls marijuana use among minorities marijuana use in youths and young adults marijuana use among gang members adult use production, distribution, and administration of non-smokable marijuana The Cultural/Subcultural Contexts of Marijuana Use at the Turn of the Twenty-First Century is insightful, valuable, and is certain to become a reference source for researchers, educators, students, and policy advocates.

Physical Education in the Public Schools

The facings are all executed by turning on the left heel , at the same time slightly raising the right foot and carrying it around to the position beside the left . Right face , turns you facing right ; left face , turns you facing left ...

Physical Education in the Public Schools


Patient Safety and Quality Improvement in Healthcare

Finally, school systems tend to believe that if they say things louder [1], making sure that people are explicitly told about the change, ... School systems also tend to look for hero leaders who they believe can turn a school around.

Patient Safety and Quality Improvement in Healthcare

This text uses a case-based approach to share knowledge and techniques on how to operationalize much of the theoretical underpinnings of hospital quality and safety. Written and edited by leaders in healthcare, education, and engineering, these 22 chapters provide insights as to where the field of improvement and safety science is with regards to the views and aspirations of healthcare advocates and patients. Each chapter also includes vignettes to further solidify the theoretical underpinnings and drive home learning. End of chapter commentary by the editors highlight important concepts and connections between various chapters in the text. Patient Safety and Quality Improvement in Healthcare: A Case-Based Approach presents a novel approach towards hospital safety and quality with the goal to help healthcare providers reach zero harm within their organizations.

Weekly Compilation of Presidential Documents

And through schools like DePaul , we're program will encourage more young people adding more and more . ... job to buy into where you have worked so hard to turn your the Medicare program , to help lower income schools around , and the ...

Weekly Compilation of Presidential Documents