Achieving Coherence in District Improvement
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A01=Allen Grossman
A01=Geoff Marietta
A01=Karen L. Mapp
A01=Monica C. Higgins
A01=Susan Moore Johnson
academic programmimg decisions
academic programming decisions
Age Group_Uncategorized
Age Group_Uncategorized
Author_Allen Grossman
Author_Geoff Marietta
Author_Karen L. Mapp
Author_Monica C. Higgins
Author_Susan Moore Johnson
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Brown v. Board of Education
Category1=Non-Fiction
Category=JNK
Category=JNL
Common Core
COP=United States
Delivery_Delivery within 10-20 working days
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eq_isMigrated=0
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eq_nobargain
eq_non-fiction
eq_society-politics
fair student funding
Language_English
literacy programs
National Education Association
No Child Left Behind
PA=Available
Price_€50 to €100
PS=Active
school management and organization
softlaunch
Product details
- ISBN 9781612508122
- Weight: 400g
- Dimensions: 152 x 228mm
- Publication Date: 30 Jun 2014
- Publisher: Harvard Educational Publishing Group
- Publication City/Country: US
- Product Form: Hardback
- Language: English
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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.
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.
Susan Moore Johnson is the Jerome T. Murphy Research Professor in Education at the Harvard Graduate School of Education, USA.
Geoff Marietta is an instructor in education and doctoral candidate at the Harvard Graduate School of Education, USA.
Monica C. Higgins is a professor of education at the Harvard Graduate School of Education, USA.
Karen L. Mapp is a senior lecturer on education at the Harvard Graduate School of Education and the faculty director of the Education Policy and Management master’s program, USA.
Allen Grossman is a former Harvard Business School professor of management practice, USA.
Geoff Marietta is an instructor in education and doctoral candidate at the Harvard Graduate School of Education, USA.
Monica C. Higgins is a professor of education at the Harvard Graduate School of Education, USA.
Karen L. Mapp is a senior lecturer on education at the Harvard Graduate School of Education and the faculty director of the Education Policy and Management master’s program, USA.
Allen Grossman is a former Harvard Business School professor of management practice, USA.
