"Leadership Lessons From Comprehensive School Reform addresses a topic that has received far too little attention in the comprehensive school reform movement: the role of school and district leaders in the reform process. This volume shows how much we've learned about how leaders shape comprehensive reform and how the reform process must shape leadership." Robert Slavin, Co-Director Center for Research on the Education of Students Placed at Risk Johns Hopkins University

"This volume provides the most thorough, balanced, and informative source available on comprehensive school reform. In addition to insights regarding implementation of many of the most prominent CSR models, the book is a primer on 'distributed leadership,' providing perspectives on the interplay of principals, teacher leaders, central office administrators and model developers engaged in school and district reform." James Lytle, Superintendent Trenton, New Jersey Public Schools

"This book offers well-grounded insights about the leadership practices of educators involved in the implementation of Comprehensive School Reform models. Leaders and leadership scholars will find it a rewarding read. I recommend it highly." Kenneth Leithwood Ontario Institute for Studies in Education Ontario, Canada

Discover what we've learned about educational leadership from comprehensive school reforms models—straight from the experts and insiders!

Comprehensive School Reform (CSR) is proving to be one of the most promising avenues for improving student achievement. The authors have found that leadership is frequently acknowledged to be a prime factor in the successful implementation of comprehensive school reform. Murphy and Datnow have gathered together a group of CSR insiders and researchers to examine the issue of leadership in CSR for the first time.

Contributors and CSR models include:

Tools and techniques from the trailblazers in data-based education reform

Over a period of several years, Amanda Datnow and Vicki Park visited public schools with a reputation for being ahead of the pack in data-driven decision making. The results of this pioneering study reveal how education leaders can make data work for students and teachers, rather than against them.

This book is an essential guide to meeting the challenges of high-stakes accountability, building performance-based schools, and improving student outcomes. By following the advice in this book, you’ll be able to transform data overload into a data-positive school culture. You’ll learn the difference between “data-driven leadership” and “data-informed leadership,” and how to use distributed leadership to inspire collaboration and guided analysis.

Incorporating narrative reflections drawn from real educators and administrators, the authors refine their observations and interviews into practical conclusions that leaders can put to use immediately. This book empowers leaders to support inquiry, build trust in data-based initiatives, establish goals for evidence use, and provide educators with the skills they need to mobilize data for the good of all stakeholders.

“Datnow and Park’s ideas are easily accessible and grounded in clear examples, and their seven ‘calls’ about what needs to be done nail the problem and the solutions. Use this book as your action guide and you’ll be rewarded with better results in student learning.”

—Michael Fullan, professor emeritus, University of Toronto

“Datnow and Park uncover, at last, what it means to use data to inform leadership. Documenting the four P’s (people, policies, practices, and patterns) in schools, we learn about the organization and dynamics of reform informed by data. A must read!”

—Ann Lieberman, senior scholar, Stanford University

Tools and techniques from the trailblazers in data-based education reform

Over a period of several years, Amanda Datnow and Vicki Park visited public schools with a reputation for being ahead of the pack in data-driven decision making. The results of this pioneering study reveal how education leaders can make data work for students and teachers, rather than against them.

This book is an essential guide to meeting the challenges of high-stakes accountability, building performance-based schools, and improving student outcomes. By following the advice in this book, you’ll be able to transform data overload into a data-positive school culture. You’ll learn the difference between “data-driven leadership” and “data-informed leadership,” and how to use distributed leadership to inspire collaboration and guided analysis.

Incorporating narrative reflections drawn from real educators and administrators, the authors refine their observations and interviews into practical conclusions that leaders can put to use immediately. This book empowers leaders to support inquiry, build trust in data-based initiatives, establish goals for evidence use, and provide educators with the skills they need to mobilize data for the good of all stakeholders.

“Datnow and Park’s ideas are easily accessible and grounded in clear examples, and their seven ‘calls’ about what needs to be done nail the problem and the solutions. Use this book as your action guide and you’ll be rewarded with better results in student learning.”

—Michael Fullan, professor emeritus, University of Toronto

“Datnow and Park uncover, at last, what it means to use data to inform leadership. Documenting the four P’s (people, policies, practices, and patterns) in schools, we learn about the organization and dynamics of reform informed by data. A must read!”

—Ann Lieberman, senior scholar, Stanford University

Building on both cutting-edge research and professional learning practice, Amanda Datnow and Vicki Park explore how professional collaboration can support deeper learning for students and teachers alike. While many schools and systems support teacher collaboration, they often fall short of their intended goals of improving teaching and learning. This book provides concrete guidance for creating the conditions for collaboration in which teachers are moved toward—rather than repelled—by joint work. The authors explore how collaborative settings can provide a space for working through the inevitable challenges that accompany the changing nature of teaching in the age of accountability and show the motivation, inspiration, and energy that teachers personally--and collectively--gain from collaborating to improve student learning. Ultimately, they show how teacher empowerment towards working together builds equitable and excellent learning environments.

Building on both cutting-edge research and professional learning practice, Amanda Datnow and Vicki Park explore how professional collaboration can support deeper learning for students and teachers alike. While many schools and systems support teacher collaboration, they often fall short of their intended goals of improving teaching and learning. This book provides concrete guidance for creating the conditions for collaboration in which teachers are moved toward—rather than repelled—by joint work. The authors explore how collaborative settings can provide a space for working through the inevitable challenges that accompany the changing nature of teaching in the age of accountability and show the motivation, inspiration, and energy that teachers personally--and collectively--gain from collaborating to improve student learning. Ultimately, they show how teacher empowerment towards working together builds equitable and excellent learning environments.

"Leadership Lessons From Comprehensive School Reform addresses a topic that has received far too little attention in the comprehensive school reform movement: the role of school and district leaders in the reform process. This volume shows how much we've learned about how leaders shape comprehensive reform and how the reform process must shape leadership." Robert Slavin, Co-Director Center for Research on the Education of Students Placed at Risk Johns Hopkins University

"This volume provides the most thorough, balanced, and informative source available on comprehensive school reform. In addition to insights regarding implementation of many of the most prominent CSR models, the book is a primer on 'distributed leadership,' providing perspectives on the interplay of principals, teacher leaders, central office administrators and model developers engaged in school and district reform." James Lytle, Superintendent Trenton, New Jersey Public Schools

"This book offers well-grounded insights about the leadership practices of educators involved in the implementation of Comprehensive School Reform models. Leaders and leadership scholars will find it a rewarding read. I recommend it highly." Kenneth Leithwood Ontario Institute for Studies in Education Ontario, Canada

Discover what we've learned about educational leadership from comprehensive school reforms models—straight from the experts and insiders!

Comprehensive School Reform (CSR) is proving to be one of the most promising avenues for improving student achievement. The authors have found that leadership is frequently acknowledged to be a prime factor in the successful implementation of comprehensive school reform. Murphy and Datnow have gathered together a group of CSR insiders and researchers to examine the issue of leadership in CSR for the first time.

Contributors and CSR models include:

Tools and techniques from the trailblazers in data-based education reform

Over a period of several years, Amanda Datnow and Vicki Park visited public schools with a reputation for being ahead of the pack in data-driven decision making. The results of this pioneering study reveal how education leaders can make data work for students and teachers, rather than against them.

This book is an essential guide to meeting the challenges of high-stakes accountability, building performance-based schools, and improving student outcomes. By following the advice in this book, you’ll be able to transform data overload into a data-positive school culture. You’ll learn the difference between “data-driven leadership” and “data-informed leadership,” and how to use distributed leadership to inspire collaboration and guided analysis.

Incorporating narrative reflections drawn from real educators and administrators, the authors refine their observations and interviews into practical conclusions that leaders can put to use immediately. This book empowers leaders to support inquiry, build trust in data-based initiatives, establish goals for evidence use, and provide educators with the skills they need to mobilize data for the good of all stakeholders.

“Datnow and Park’s ideas are easily accessible and grounded in clear examples, and their seven ‘calls’ about what needs to be done nail the problem and the solutions. Use this book as your action guide and you’ll be rewarded with better results in student learning.”

—Michael Fullan, professor emeritus, University of Toronto

“Datnow and Park uncover, at last, what it means to use data to inform leadership. Documenting the four P’s (people, policies, practices, and patterns) in schools, we learn about the organization and dynamics of reform informed by data. A must read!”

—Ann Lieberman, senior scholar, Stanford University

Tools and techniques from the trailblazers in data-based education reform

Over a period of several years, Amanda Datnow and Vicki Park visited public schools with a reputation for being ahead of the pack in data-driven decision making. The results of this pioneering study reveal how education leaders can make data work for students and teachers, rather than against them.

This book is an essential guide to meeting the challenges of high-stakes accountability, building performance-based schools, and improving student outcomes. By following the advice in this book, you’ll be able to transform data overload into a data-positive school culture. You’ll learn the difference between “data-driven leadership” and “data-informed leadership,” and how to use distributed leadership to inspire collaboration and guided analysis.

Incorporating narrative reflections drawn from real educators and administrators, the authors refine their observations and interviews into practical conclusions that leaders can put to use immediately. This book empowers leaders to support inquiry, build trust in data-based initiatives, establish goals for evidence use, and provide educators with the skills they need to mobilize data for the good of all stakeholders.

“Datnow and Park’s ideas are easily accessible and grounded in clear examples, and their seven ‘calls’ about what needs to be done nail the problem and the solutions. Use this book as your action guide and you’ll be rewarded with better results in student learning.”

—Michael Fullan, professor emeritus, University of Toronto

“Datnow and Park uncover, at last, what it means to use data to inform leadership. Documenting the four P’s (people, policies, practices, and patterns) in schools, we learn about the organization and dynamics of reform informed by data. A must read!”

—Ann Lieberman, senior scholar, Stanford University

Building on both cutting-edge research and professional learning practice, Amanda Datnow and Vicki Park explore how professional collaboration can support deeper learning for students and teachers alike. While many schools and systems support teacher collaboration, they often fall short of their intended goals of improving teaching and learning. This book provides concrete guidance for creating the conditions for collaboration in which teachers are moved toward—rather than repelled—by joint work. The authors explore how collaborative settings can provide a space for working through the inevitable challenges that accompany the changing nature of teaching in the age of accountability and show the motivation, inspiration, and energy that teachers personally--and collectively--gain from collaborating to improve student learning. Ultimately, they show how teacher empowerment towards working together builds equitable and excellent learning environments.

Building on both cutting-edge research and professional learning practice, Amanda Datnow and Vicki Park explore how professional collaboration can support deeper learning for students and teachers alike. While many schools and systems support teacher collaboration, they often fall short of their intended goals of improving teaching and learning. This book provides concrete guidance for creating the conditions for collaboration in which teachers are moved toward—rather than repelled—by joint work. The authors explore how collaborative settings can provide a space for working through the inevitable challenges that accompany the changing nature of teaching in the age of accountability and show the motivation, inspiration, and energy that teachers personally--and collectively--gain from collaborating to improve student learning. Ultimately, they show how teacher empowerment towards working together builds equitable and excellent learning environments.