Developing and updating school improvement plans is an annual ritual for virtually all school principals and their school improvement committees. Still, large numbers of schools continue to produce disappointing outcomes. The authors believe that part of the problem is the result of plans that focus on the wrong targets and that rely on ineffective strategies for improvement. To help principals and their school improvement committees develop and implement plans with a greater likelihood of success, the authors offer a step-by-step process for school improvement planning. They go on to pinpoint specific school improvement goals, including raising reading and mathematics achievement, building robust school cultures, addressing the needs of English language learners, improving instruction, and reducing absenteeism and dropouts. For each goal, a variety of objectives and proven strategies is presented along with sample school improvement plans. The book addresses the differences in planning to turn around a low-performing school, planning to sustain improvements over time, and planning to move a good school to a great school.

As principals, we push ourselves to learn, grow, and innovate because our role remains in a state of flux. When it comes to leadership, though, it's imperative that we focus on growing the most important resource in the school-our teachers. Igniting Teacher Leadership is written for busy school leaders who want to foster learning and growth not only for students but also for teachers. Effective leadership is vital in creating a culture of collaboration, modeling continuous improvement, and developing enhanced engagement throughout the building. In short, effective leadership leads to better teachers, who in turn design more powerful learning experiences, empower students, and create better schools. Experienced school leader and author William Sterrett offers strategies and examples for fostering teacher leadership, facilitating professional learning, and promoting ""growing habits"" to help translate key points into practical action steps. Sterrett has also written Insights Into Action: Successful School Leaders Share What Works and Short on Time: How do I make time to lead and learn as a principal?

There's never enough time. Sound familiar? This might be the most common lament voiced by school principals today. How can we find time to meet students' and teachers' needs, foster ingenuity and innovation, and apply best practices when so much is demanding our attention right this minute? School leadership expert and former principal William Sterrett comes to the rescue with practical advice on how principals can make the most of their time to achieve real success. Learn how to: Balance district, instructional, school, and community events and responsibilities. Communicate about the work of the school in timely, innovative ways. Maximize instructional time by making smart use of transitions and recruiting teachers to build the school schedule. Cultivate professional growth by running effective, efficient faculty and PLC meetings and promoting collegial learning through peer observations and collaborative partnerships.

Developing and updating school improvement plans is an annual ritual for virtually all school principals and their school improvement committees. Still, large numbers of schools continue to produce disappointing outcomes. The authors believe that part of the problem is the result of plans that focus on the wrong targets and that rely on ineffective strategies for improvement. To help principals and their school improvement committees develop and implement plans with a greater likelihood of success, the authors offer a step-by-step process for school improvement planning. They go on to pinpoint specific school improvement goals, including raising reading and mathematics achievement, building robust school cultures, addressing the needs of English language learners, improving instruction, and reducing absenteeism and dropouts. For each goal, a variety of objectives and proven strategies is presented along with sample school improvement plans. The book addresses the differences in planning to turn around a low-performing school, planning to sustain improvements over time, and planning to move a good school to a great school.