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Achieving Coherence in District Improvement focuses on a problem of
practice faced by educational leaders across the nation: how to
effectively manage the relationship between the central office and
schools. The book is based on a study of five large urban districts
that have demonstrated improvement in student achievement. The
authors-all members of Harvard University's Public Education
Leadership Project (PELP)-argue that there is no "one best way" to
structure the central offi ce-school relationship. Instead, they
say, what matters is whether district leaders eff ectively select
and implement their strategy by achieving coherence among key
elementsand actors-the district's environment, resources, systems,
structures, stakeholders, and culture. The authors examine the fi
ve districts' approaches in detail and point to a number of
important findings. First, they emphasize that a clear, shared
understanding of decision rights in key areas-academic programming,
budgeting, and staffing-is essential to developing an eff ective
central office-school relationship. Second, they stress the
importance of building mutually supportive and trusting
relationships between district leaders and principals. Third, they
highlight the ways that culture and the external environment infl
uence the relationship between the central office and schools. Each
chapter also provides relevant "Lessons for Practice"-actionable
takeaways-that educational leaders from any district can use to
improve the central office-school relationship.
Managing School Districts for High Performance brings together more
than twenty case studies and other readings that offer a powerful
and transformative approach to advancing and sustaining the work of
school improvement. At the center of this work is the concept of
organizational coherence: aligning organizational design, human
capital management, resource allocation, and accountability and
performance improvement systems to support an overarching strategy.
This central idea provides a valuable conceptual framework for
current and future school leaders. The case studies presented in
Managing School Districts for High Performance grow out of the
Public Education Leadership Project (PELP), a unique partnership
between the Harvard Business School, the Harvard Graduate School of
Education, and a network of urban school districts. This rich array
of cases explores the managerial challenges districts face as they
seek to ensure rich learning opportunities and high achievement for
all students across a system of schools.
Managing School Districts for High Performance brings together more
than twenty case studies and other readings that offer a powerful
and transformative approach to advancing and sustaining the work of
school improvement. At the center of this work is the concept of
organizational coherence: aligning organizational design, human
capital management, resource allocation, and accountability and
performance improvement systems to support an overarching strategy.
This central idea provides a valuable conceptual framework for
current and future school leaders. The case studies presented in
Managing School Districts for High Performance grow out of the
Public Education Leadership Project (PELP), a unique partnership
between the Harvard Business School, the Harvard Graduate School of
Education, and a network of urban school districts. This rich array
of cases explores the managerial challenges districts face as they
seek to ensure rich learning opportunities and high achievement for
all students across a system of schools.
In Where Teachers Thrive, Susan Moore Johnson outlines a powerful
argument about the importance of the school as an organization in
nurturing high-quality teaching. Based on case studies conducted in
fourteen high-poverty, urban schools, the book examines why some
schools failed to make progress, while others achieved remarkable
results. It explores the challenges that administrators and
teachers faced and describes what worked, what didn't work, and
why. Johnson draws on vivid portraits of schools to highlight an
array of school-based systems and practices that support teachers'
professional growth and effectiveness. These include a rich and
interactive hiring process; team-based curriculum planning and
assessment; and informative feedback and ongoing professional
learning. Critical to all of these is the role of the principal as
an essential agent in a school's success. Although these elements
may vary from school to school, Johnson argues that together these
systems provide a comprehensive, mutually reinforcing set of
well-orchestrated strategies that can help schools deliver results
that exceed the sum of teachers' individual efforts. Since 2000,
policy makers and education officials have diligently sought to
improve schools by improving the quality of individual teachers.
However, even if those teachers are skilled and committed, the
schools where they work are all too often disjointed, dysfunctional
organizations that serve no one well. Where Teachers Thrive
explains clearly how educators within a school can join together to
adopt systems of practice that ensure growth and success by all
teachers and their students.
Achieving Coherence in District Improvement focuses on a problem of
practice faced by educational leaders across the nation: how to
effectively manage the relationship between the central office and
schools. The book is based on a study of five large urban districts
that have demonstrated improvement in student achievement. The
authors-all members of Harvard University's Public Education
Leadership Project (PELP)-argue that there is no "one best way" to
structure the central offi ce-school relationship. Instead, they
say, what matters is whether district leaders eff ectively select
and implement their strategy by achieving coherence among key
elementsand actors-the district's environment, resources, systems,
structures, stakeholders, and culture. The authors examine the fi
ve districts' approaches in detail and point to a number of
important findings. First, they emphasize that a clear, shared
understanding of decision rights in key areas-academic programming,
budgeting, and staffing-is essential to developing an eff ective
central office-school relationship. Second, they stress the
importance of building mutually supportive and trusting
relationships between district leaders and principals. Third, they
highlight the ways that culture and the external environment infl
uence the relationship between the central office and schools. Each
chapter also provides relevant "Lessons for Practice"-actionable
takeaways-that educational leaders from any district can use to
improve the central office-school relationship.
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