9781935249191

District Leadership That Works : Striking the Right Balance

by
  • ISBN13:

    9781935249191

  • ISBN10:

    1935249193

  • Format: Paperback
  • Copyright: 6/1/2009
  • Publisher: Solution Tree

Note: Supplemental materials are not guaranteed with Rental or Used book purchases.

Purchase Benefits

  • Free Shipping On Orders Over $59!
    Your order must be $59 or more to qualify for free economy shipping. Bulk sales, PO's, Marketplace items, eBooks and apparel do not qualify for this offer.
  • Get Rewarded for Ordering Your Textbooks! Enroll Now
List Price: $29.95 Save up to $17.97
  • Rent Book $11.98
    Add to Cart Free Shipping

    TERM
    PRICE
    DUE

Supplemental Materials

What is included with this book?

  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
  • The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

Summary

District leaders need not direct educational policy and progress from a distance. District Leadership That Works: Striking the Right Balance explores the research that proves district leadership does have an impact on student achievement in the classroom. When leaders strike the right balance between establishing overarching goals and supporting building-level autonomy on how to meet those goals, student achievement flourishes. The authors show how to strengthen and support the educational process through dynamic collaboration-with schools, teachers, boards, unions, and community members-that ensures every student's success.

Table of Contents

About the Authorsp. ix
Does District Leadership Matter?p. 1
The Studyp. 2
The Relationship Between District Leadership and Student Achievementp. 4
What Does a Correlation Tell You?p. 4
Specific Leadership Behaviorsp. 5
Ensuring Collaborative Goal Settingp. 6
Establishing Nonnegotiable Goals for Achievement and Instructionp. 6
Creating Board Alignment With and Support of District Goalsp. 7
Monitoring Achievement and Instruction Goalsp. 7
Allocating Resources to Support the Goals for Instruction and Achievementp. 8
A Surprising and Perplexing Finding: Defined Autonomyp. 8
The "Bonus" Findingp. 9
The District, Schools, and Teachers Working Togetherp. 9
Summaryp. 12
Putting Our Findings in Perspectivep. 13
Districts and Schools as Loosely Coupled Systemsp. 13
Issues With Site-Based Managementp. 15
The Call for Tight Coupling Regarding Achievement and Instructionp. 18
The Evidence From High-Reliability Organizationsp. 19
The Evidence From Worldwide Study of Effective Schoolsp. 20
A New View of District Leadershipp. 21
Summaryp. 22
Setting and Monitoring Nonnegotiable Goals for Achievementp. 23
The Context for Setting and Monitoring Nonnegotiable Goals for Achievementp. 24
The Need for a Formatively Based, Value-Added Systemp. 27
Characteristics of a Formatively Based, Value-Added Systemp. 29
Reconstitute State Standards as Measurement Topics or Reporting Topicsp. 30
Monitoring Phase 1p. 36
Track Student Progress on Measurement Topics Using Teacher-Designed and District-Designed Formative Assessmentp. 39
Monitoring Phase 2p. 42
Provide Support for Individual Studentsp. 43
Monitoring Phase 3p. 47
Redesign Report Cardp. 48
Monitoring Phase 4p. 52
Summaryp. 52
Setting and Monitoring Nonnegotiable Goals for Instructionp. 53
Characteristics of High-Quality Teachersp. 54
A Focus on Pedagogyp. 56
Systematically Explore and Examine Instructional Strategiesp. 57
Monitoring Phase 1p. 59
Design a Model or Language of Instructionp. 60
Monitoring Phase 2p. 61
Have Teachers Systematically Interact About the Model or Language of Instructionp. 62
Monitoring Phase 3p. 63
Have Teachers Observe Master Teachers (and Each Other) Using the Model of Instructionp. 63
Monitoring Phase 4p. 65
Monitor the Effectiveness of Individual Teaching Stylesp. 65
Monitoring Phase 5p. 69
Summaryp. 70
Collaborative Goal Setting, Board Alignment, and Allocation of Resourcesp. 71
Collaborative Goal Settingp. 71
Board Alignment and Supportp. 75
Allocation of Resourcesp. 77
The United States Versus Other Countriesp. 79
Summaryp. 85
Defined Autonomy in a High-Reliability Districtp. 87
The Common Work of Schools Within a Districtp. 89
School Leadership for Defined Autonomyp. 90
District Initiative: Ensure Collaborative Goal Settingp. 94
District Initiative: Establish Nonnegotiable Goals for Achievement and Instructionp. 96
District Initiative: Create Board Alignment and Supportp. 97
District Initiative: Monitor Nonnegotiable Goalsp. 98
District Initiative: Allocate Resourcesp. 99
Summary and Conclusionsp. 103
The Perils and Promises of Second-Order Changep. 105
Living Through the Tough Timesp. 107
Some Advice for District Leadersp. 109
Know the Implications of Your Initiativesp. 109
Maintain a Unified Frontp. 109
Keep the Big Ideas in the Forefrontp. 110
Use What Is Know About Acceptance of New Ideasp. 110
Communicate With "Sticky Messages"p. 111
Manage Personal Transitionsp. 112
Revisiting the Bonus Findingp. 113
Epiloguep. 115
Technical Notesp. 117
Interpretation of Correlation Between Principal Leadership and Student Achievementp. 117
General Methodology Used in This Studyp. 118
Binomial Effect Size Display Interpretation of Correlationsp. 126
Correlation for Five District Responsibilities or Initiativesp. 129
Correlation for Defined Autonomyp. 131
Tenurep. 132
District, School, and Teacher Effectsp. 132
Standardized Mean Difference Effect Size (ESd)p. 138
Interpretation of Durlak and Weissberg (2007) Findingsp. 139
Appendixp. 141
Reports Used in Meta-Analysisp. 141
Referencesp. 143
Indexp. 155
Table of Contents provided by Ingram. All Rights Reserved.

Rewards Program

Write a Review