Daniel L. Duke is professor of educational leadership at the University of Virginia and one of the developers of its path-breaking School Turnaround Leadership Program. He has written over 30 books on subjects related to school improvement, educational change, and instructional leadership.Marsha Carr is a former district superintendent; she serves as assistant professor and coordinator of the Master of School Administration program at the University of North Carolina Wilmington.William Sterrett is a former Title I elementary school principal; he is an assistant professor and program coordinator of Curriculum, Instruction, and Supervision at UNCW.

The school improvement process can seem daunting to even the most seasoned administrator. Many school districts are focusing on turning struggling schools toward increased achievement. However, deciding where to start, what to include, and how to address the needs of a school community remains extremely challenging. So, how should school leaders approach the improvement process and how do we turn schools around? The authors of The School Improvement Planning Handbook provide readers with a framework for developing specific strategies that may pave the way for success. . . .While the book is much more than a 'handbook,' its handbook format makes it very user friendly. . . .The School Improvement Planning Handbook is ideal for principals looking to invigorate the improvement process, or for any school leader interested in developing a 'living' school improvement plan. New principals should find the seven-step process described in section one as an excellent guide for structuring a comprehensive plan. The authors intended their book to be 'a practical book for practitioners.' Their focus on real-life examples and research-based best practices makes it just that.

• IntroductionSection I: Paving the Way to Better School Improvement PlansChapter 1: Seven Steps to Good PlanningChapter 2: Finding Focus For School ImprovementChapter 3: Planning and Implementation ProblemsSection II: School Improvement Scenarios: Challenges, Planning, and ImplementationChapter 4: Reading Improvement: Following an Icon: Raising Reading Achievement at Lincoln ElementaryChapter 5: Math Improvement: Overcoming the Middle School Math DilemmaChapter 6: Improving CultureChapter 7: Improving InstructionChapter 8: Reaching English Language Learners: Ensuring Academic Achievement For AllChapter 9: Addressing the Special Needs of At-Risk StudentsChapter 10: Improving AttendanceSection III: The Importance of Differentiated PlanningChapter 11: Planning School TurnaroundsChapter 12: Planning to Sustain SuccessChapter 13: Planning for Educational Excellence

Daniel L. Duke is professor of educational leadership at the University of Virginia and one of the developers of its path-breaking School Turnaround Leadership Program. He has written over 30 books on subjects related to school improvement, educational change, and instructional leadership.Marsha Carr is a former district superintendent; she serves as assistant professor and coordinator of the Master of School Administration program at the University of North Carolina Wilmington.William Sterrett is a former Title I elementary school principal; he is an assistant professor and program coordinator of Curriculum, Instruction, and Supervision at UNCW.

The school improvement process can seem daunting to even the most seasoned administrator. Many school districts are focusing on turning struggling schools toward increased achievement. However, deciding where to start, what to include, and how to address the needs of a school community remains extremely challenging. So, how should school leaders approach the improvement process and how do we turn schools around? The authors of The School Improvement Planning Handbook provide readers with a framework for developing specific strategies that may pave the way for success. . . .While the book is much more than a 'handbook,' its handbook format makes it very user friendly. . . .The School Improvement Planning Handbook is ideal for principals looking to invigorate the improvement process, or for any school leader interested in developing a 'living' school improvement plan. New principals should find the seven-step process described in section one as an excellent guide for structuring a comprehensive plan. The authors intended their book to be 'a practical book for practitioners.' Their focus on real-life examples and research-based best practices makes it just that.

• IntroductionSection I: Paving the Way to Better School Improvement PlansChapter 1: Seven Steps to Good PlanningChapter 2: Finding Focus For School ImprovementChapter 3: Planning and Implementation ProblemsSection II: School Improvement Scenarios: Challenges, Planning, and ImplementationChapter 4: Reading Improvement: Following an Icon: Raising Reading Achievement at Lincoln ElementaryChapter 5: Math Improvement: Overcoming the Middle School Math DilemmaChapter 6: Improving CultureChapter 7: Improving InstructionChapter 8: Reaching English Language Learners: Ensuring Academic Achievement For AllChapter 9: Addressing the Special Needs of At-Risk StudentsChapter 10: Improving AttendanceSection III: The Importance of Differentiated PlanningChapter 11: Planning School TurnaroundsChapter 12: Planning to Sustain SuccessChapter 13: Planning for Educational Excellence

Daniel L. Duke is professor of educational leadership at the University of Virginia and one of the developers of its path-breaking School Turnaround Leadership Program. He has written over 30 books on subjects related to school improvement, educational change, and instructional leadership.Marsha Carr is a former district superintendent; she serves as assistant professor and coordinator of the Master of School Administration program at the University of North Carolina Wilmington.William Sterrett is a former Title I elementary school principal; he is an assistant professor and program coordinator of Curriculum, Instruction, and Supervision at UNCW.

The school improvement process can seem daunting to even the most seasoned administrator. Many school districts are focusing on turning struggling schools toward increased achievement. However, deciding where to start, what to include, and how to address the needs of a school community remains extremely challenging. So, how should school leaders approach the improvement process and how do we turn schools around? The authors of The School Improvement Planning Handbook provide readers with a framework for developing specific strategies that may pave the way for success. . . .While the book is much more than a 'handbook,' its handbook format makes it very user friendly. . . .The School Improvement Planning Handbook is ideal for principals looking to invigorate the improvement process, or for any school leader interested in developing a 'living' school improvement plan. New principals should find the seven-step process described in section one as an excellent guide for structuring a comprehensive plan. The authors intended their book to be 'a practical book for practitioners.' Their focus on real-life examples and research-based best practices makes it just that.

• IntroductionSection I: Paving the Way to Better School Improvement PlansChapter 1: Seven Steps to Good PlanningChapter 2: Finding Focus For School ImprovementChapter 3: Planning and Implementation ProblemsSection II: School Improvement Scenarios: Challenges, Planning, and ImplementationChapter 4: Reading Improvement: Following an Icon: Raising Reading Achievement at Lincoln ElementaryChapter 5: Math Improvement: Overcoming the Middle School Math DilemmaChapter 6: Improving CultureChapter 7: Improving InstructionChapter 8: Reaching English Language Learners: Ensuring Academic Achievement For AllChapter 9: Addressing the Special Needs of At-Risk StudentsChapter 10: Improving AttendanceSection III: The Importance of Differentiated PlanningChapter 11: Planning School TurnaroundsChapter 12: Planning to Sustain SuccessChapter 13: Planning for Educational Excellence