School reform from the inside out

policy, practice, and performance

School reform from the inside out

Presents a collection of essays that cover the topic of successful school reform.

Changing Schools from the Inside Out

Small Wins in Hard Times

Changing Schools from the Inside Out

Failure to meet test-based standards can produce consequences such as school closure or staff replacement. With this real-world challenge to education foremost, this book presents pertinent research and instructive case studies of two 'good' high schools. It advocates a proven strategy of small-scale, incremental change_small wins_which increases the likelihood that schools will improve despite a climate of 'do more with less.'

Education Governance for the Twenty-First Century

Overcoming the Structural Barriers to School Reform

Education Governance for the Twenty-First Century

America's fragmented, decentralized, politicized, and bureaucratic system of education governance is a major impediment to school reform. In this important new book, a number of leading education scholars, analysts, and practitioners show that understanding the impact of specific policy changes in areas such as standards, testing, teachers, or school choice requires careful analysis of the broader governing arrangements that influence their content, implementation, and impact. Education Governance for the Twenty-First Century comprehensively assesses the strengths and weaknesses of what remains of the old in education governance, scrutinizes how traditional governance forms are changing, and suggests how governing arrangements might be further altered to produce better educational outcomes for children. Paul Manna, Patrick McGuinn, and their colleagues provide the analysis and alternatives that will inform attempts to adapt nineteenth and twentieth century governance structures to the new demands and opportunities of today. Contents: Education Governance in America: Who Leads When Everyone Is in Charge?, Patrick McGuinn and Paul Manna The Failures of U.S. Education Governance Today, Chester E. Finn Jr. and Michael J. Petrilli How Current Education Governance Distorts Financial Decisionmaking, Marguerite Roza Governance Challenges to Innovators within the System, Michelle R. Davis Governance Challenges to Innovators outside the System, Steven F. Wilson Rethinking District Governance, Frederick M. Hess and Olivia M. Meeks Interstate Governance of Standards and Testing, Kathryn A. McDermott Education Governance in Performance-Based Federalism, Kenneth K. Wong The Rise of Education Executives in the White House, State House, and Mayor's Office, Jeffrey R. Henig English Perspectives on Education Governance and Delivery, Michael Barber Education Governance in Canada and the United States, Sandra Vergari Education Governance in Comparative Perspective, Michael Mintrom and Richard Walley Governance Lessons from the Health Care and Environment Sectors, Barry G. Rabe Toward a Coherent and Fair Funding System, Cynthia G. Brown Picturing a Different Governance Structure for Public Education, Paul T. Hill From Theory to Results in Governance Reform, Kenneth J. Meier The Tall Task of Education Governance Reform, Paul Manna and Patrick McGuinn

Assessing the Educational Data Movement

Assessing the Educational Data Movement

For better or worse, many educational decisions that were once a private matter of teachers or administrators are now based on information technology. To be successful in this era, educators need to know how to use data successfully for their purposes and to understand the social forces at work. In this book, the author draws on his unique background in education policy and information systems to provide valuable insights into the education data movement. Using narratives of practice, the text discusses many current topics including value added modeling for teacher evaluation, big data and analytics, longitudinal data systems, open educational resources, and new designs for teaching.

Improving the Odds

Developing Powerful Teaching Practice and a Culture of Learning in Urban High Schools

Improving the Odds

A much-needed counterpoint to the sweeping rhetoric of reform, this important book offers a nuanced depiction of the challenges and possibilities at the school and classroom level. Through the experiences of urban high school teachers who partner with their local university, Del Prete provides unique insight into teaching and learning in the midst of reform. He effectively illustrates why focusing on teaching practice and school cultures—more than standards and accountability—is a more fruitful way to achieve real and lasting change. With powerful portraits from classrooms serving diverse and low-income students, this book: Depicts the daily concerns and small victories of teachers determined to support all students in meaningful learning, and prepare them for postsecondary education. Characterizes the importance of a coherent school learning culture, based on one of the most effective small urban schools in the country. Illustrates the potential of university-school partnerships to support the development of teaching practices that will help close the achievement gap. Thomas Del Preteis Director of the Jacob Hiatt Center for Urban Education, and Chair of the Education Department at Clark University in Worcester, Massachusetts. He has worked for more than two decades on teacher education, university-school partnership, and school reform. “Tom Del Prete presents a fascinating case study of teachers at three high schools that really get it right when it comes to engaging all students in challenging content and higher-order thinking. In the process, he makes a compelling argument for creating high school–college partnerships that lead to a ‘culture of learning’ that engages teachers and improves student performance dramatically.” —David Conley, CEO, Educational Policy Improvement Center, Director, Center for Educational Policy Research, and Professor, University of Oregon "School-University collaboration is a phrase far easier to roll trippingly off one's tongue than it is to accomplish with effectiveness and integrity. In this fine volume, we read an account that rings true and can guide others hoping to pull off similar difficult collaborations. It is a book well worth reading and deserves to be studied with care.” —Lee S. Shulman, President Emeritus, The Carnegie Foundation for the Advancement of Teaching "Del Prete provides a richly detailed account of how a team of teachers grows and nurtures a collectively built body of knowledge and practice that enables them to achieve remarkable results—year after year—with students from one of the lowest income urban communities in the state. If you want to know why we need to build a collaborative learning culture in schools, read this book. If you want to know how to do it, read it again." —Tom Carroll, President, National Commission on Teaching and America’s Future (NCTAF) "Del Prete has written a book that describes what it means to prepare for and teach in an urban high school setting. At the same time, he masterfully weaves the contexts of policy, content area, and school culture into a compelling story that outlines what high-quality teaching should look like." —Lee Teitel, Harvard University Graduate School of Education

Professional Capital

Transformng Teaching in Every School

Professional Capital

The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, "What's Worth Fighting for in Your School?" [This book was co-published with the Ontario Principals' Council.].

Leading for Powerful Learning

A Guide for Instructional Leaders

Leading for Powerful Learning

Supporting teacher learning is a complicated and challenging task. This much-awaited book offers a practical, research-based framework for thinking about instructional leadership, along with the necessary resources and tools for improving practice. The authors identify specific structures, formats, and strategies that an instructional leader can use to support new and veteran principals and teacher leaders. They then discuss ways to think about which structures are most appropriate for particular settings, offering suggestions on the most effective way to work with these structures. This unique book combines theory with best practices to create a vision of how 21st-century instructional leaders can improve education for all students. This practical book: Describes a unique, adult learning framework.Includes a variety of tools and protocols that leaders can use to support teacher learning in schools, districts, departments, and teams.Offers instructional leaders both theory and practice-the what to do and also the why and how.Addresses a broad spectrum of instructional leaders at the district, school, and university level. “Students everywhere deserve teachers and administrators who have read this book, and who enact the ideas in it. It is a must read for principals, district level administrators, teacher leaders, instructional coaches and mentors - anyone charged with leading the learning of adults in their schools.” —Gene Thompson-Grove, Educational Consultant and Board Member, SchoolReform Initiative “Leading for Powerful Learning is the book every school leader needs. It provides the essential tools for carrying out what is arguably the school leader's most difficult task: supporting the learning of the teachers with whom they work. The authors’ insights and practical wisdom, drawn from their decades of experience in schools, will be useful not only to formal school leaders but to those serving as leaders in more informal ways.” —Tina Blythe, Harvard Graduate School of Education

Handbook of Research on Teacher Education

Enduring Questions in Changing Contexts

Handbook of Research on Teacher Education

Co-Published by Routledge/Taylor & Francis Group and the Association of Teacher Educators. The Handbook of Research on Teacher Education was initiated to ferment change in education based on solid evidence. The publication of the First Edition was a signal event in 1990. While the preparation of educators was then – and continues to be – the topic of substantial discussion, there did not exist a codification of the best that was known at the time about teacher education. Reflecting the needs of educators today, the Third Edition takes a new approach to achieving the same purpose. Beyond simply conceptualizing the broad landscape of teacher education and providing comprehensive reviews of the latest research for major domains of practice, this edition: stimulates a broad conversation about foundational issues brings multiple perspectives to bear provides new specificity to topics that have been undifferentiated in the past includes diverse voices in the conversation. The Editors, with an Advisory Board, identified nine foundational issues and translated them into a set of focal questions: What’s the Point?: The Purposes of Teacher Education What Should Teachers Know? Teacher Capacities: Knowledge, Beliefs, Skills, and Commitments Where Should Teachers Be Taught? Settings and Roles in Teacher Education Who Teaches? Who Should Teach? Teacher Recruitment, Selection, and Retention Does Difference Make a Difference? Diversity and Teacher Education How Do People Learn to Teach? Who’s in Charge? Authority in Teacher Education How Do We Know What We Know? Research and Teacher Education What Good is Teacher Education? The Place of Teacher Education in Teachers’ Education. The Association of Teacher Educators (ATE) is an individual membership organization devoted solely to the improvement of teacher education both for school-based and post secondary teacher educators. For more information on our organization and publications, please visit: www.ate1.org

Bridging the English Learner Achievement Gap

Essential Lessons for School Leaders

Bridging the English Learner Achievement Gap

In spite of decades of school reform, the achievement gap between English learners and English-proficient students has narrowed little. This book introduces the Sustainability Frameworka step-by-step process that will help educators at all levels increase school attendance and academic success for ELL students. This reform-navigation tool identifies patterns and trends in the deployment of a reform and subsequently allows leaders to make necessary adjustments to extend, accelerate, or terminate a given reform. Bridging the English Learner Achievement Gap offers a compelling, research-grounded way for schools with a substantial ELL population to successfully accommodate their students.

The Future of Educational Change

International Perspectives

The Future of Educational Change

This timely book provides a systematic overview and critique of contemporary approaches to educational change from some of the best-known writers and scholars in the field, including Andy Hargreaves, Larry Cuban, Ivor Goodson, Jeannie Oakes, Milbrey McLaughlin, Judyth Sachs and Ann Liebermann. Divided into four sections, the book addresses the key themes: What has been the impact of educational change? How has the impact differed in different circumstances? What are the new directions for research on policy and practice? How can we link research, policy and practice? By highlighting critical lessons from the past, the book aims to set an agenda for policy-related research and the future trajectories of educational reforms, while also taking into account the dominant rhetorics of international ‘social movements’ and the ‘refracted’ nature of policy agenda at national and local levels. This book addresses issues which with many educators around the world are currently grappling. It will appeal to academics and researchers in the field, as well as providing an introduction to key issues and themes in Educational Change for graduates and practitioners.