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Extant literature on evidence-based instructional strategies
mediated by elementary and secondary school leaders is surprisingly
scant. Seeking to fill the gap, the editors of this book have
curated the research and craft knowledge of eminent and emergent
practitioner scholars who collectively provide a starting place for
aspiring and practicing principals. Each author builds on
research-based instructional practice in schools and districts in
which they have worked, either as principals or as
school-university or service-provider partners. They provide
examples, action plans, frameworks, lessons learned, and strategies
to successfully develop and implement research- based instruction
and supporting structures in schools and classrooms. University
principal-preparation program planners, public school district
leaders, and alternative leadership- preparation providers will
find this book eminently useful. Similarly, members of National
Association of Elementary School Principals, National Middle School
Association, National Association of Secondary School Principals,
University Council of Educational Administration Leadership for
School Improvement Special Interest Group, Learning and Teaching in
Educational Leadership Special Interest Group, and American
Education Researchers Association Division A will find relevance to
their work.
Extant literature on evidence-based instructional strategies
mediated by elementary and secondary school leaders is surprisingly
scant. Seeking to fill the gap, the editors of this book have
curated the research and craft knowledge of eminent and emergent
practitioner scholars who collectively provide a starting place for
aspiring and practicing principals. Each author builds on
research-based instructional practice in schools and districts in
which they have worked, either as principals or as
school-university or service-provider partners. They provide
examples, action plans, frameworks, lessons learned, and strategies
to successfully develop and implement research- based instruction
and supporting structures in schools and classrooms. University
principal-preparation program planners, public school district
leaders, and alternative leadership- preparation providers will
find this book eminently useful. Similarly, members of National
Association of Elementary School Principals, National Middle School
Association, National Association of Secondary School Principals,
University Council of Educational Administration Leadership for
School Improvement Special Interest Group, Learning and Teaching in
Educational Leadership Special Interest Group, and American
Education Researchers Association Division A will find relevance to
their work.
Look, Listen, Learn, LEAD: A District-Wide Systems Approach to
Teaching and Learning in PreK-12 lays out the transformational
journey of Hampton City Schools (HCS), an urban school division of
30 schools in southeastern Virginia. Our school district faces
numerous challenges, such as 62% of students receiving free and
reduced-price lunch and 14% of students holding an IEP, and in
2015-2016, Hampton City Schools' state accreditation rate was
approximately half the statewide rate and on a downward trend. In
only three years, that was turned around and HCS exceeded the
statewide accreditation rate, a more than 100% improvement with
100% of our schools accredited without conditions. We attribute
this in large part to our dedicated educators and their
implementation of district-wide systems for curriculum,
instruction, checking for student understanding, climate, and
culture. The goal of this book is to break down the process of what
it takes to bring about large-scale educational change that is
sustainable. We describe a process for developing a strong mission
and vision to undergird the work around a variety of district-wide
systems. This book provides insights into how to improve climate
and culture, create a guaranteed and viable written curriculum,
establish a process for evaluating its implementation, and create a
balanced assessment framework to measure student success. Complete
with example templates, action plans, and lessons learned, this
book is a true example of theory-into-practice to bring about
sustained improvement for all learners.
Look, Listen, Learn, LEAD: A District-Wide Systems Approach to
Teaching and Learning in PreK-12 lays out the transformational
journey of Hampton City Schools (HCS), an urban school division of
30 schools in southeastern Virginia. Our school district faces
numerous challenges, such as 62% of students receiving free and
reduced-price lunch and 14% of students holding an IEP, and in
2015-2016, Hampton City Schools' state accreditation rate was
approximately half the statewide rate and on a downward trend. In
only three years, that was turned around and HCS exceeded the
statewide accreditation rate, a more than 100% improvement with
100% of our schools accredited without conditions. We attribute
this in large part to our dedicated educators and their
implementation of district-wide systems for curriculum,
instruction, checking for student understanding, climate, and
culture. The goal of this book is to break down the process of what
it takes to bring about large-scale educational change that is
sustainable. We describe a process for developing a strong mission
and vision to undergird the work around a variety of district-wide
systems. This book provides insights into how to improve climate
and culture, create a guaranteed and viable written curriculum,
establish a process for evaluating its implementation, and create a
balanced assessment framework to measure student success. Complete
with example templates, action plans, and lessons learned, this
book is a true example of theory-into-practice to bring about
sustained improvement for all learners.
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