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Instructional quality is one of the most important factors in
effective teaching. Without it, school reform is impossible. How
can leaders develop and implement strategies to improve faculty
quality and then manage the process of school reform in today's
complex school environments? The authors answer this question
through the study of a systemic reform initiative that was launched
in San Diego, California in the late 1990s. San Diego was selected
for the study because of its proactive attempts to address the
quality of teaching, while simultaneously incorporating
California's complex, multi-faceted policies directed at education
reform. Instructional Leadership for Systemic Change: Provides a
rich, comprehensive description of how a major urban school reform
initiative was undertaken, Describes political conflicts and
implementation issues that occur in real world reform, Describes
the changes undertaken to revise the reform each year, Details the
various outcomes that occurred for schools and students at
different levels. Will be useful to administrators in training,
students of leadership and reform, and researchers and policy
analysts interested in the anatomy of school change and
improvement.
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