Daniel L. Duke – författare

Despite the rising interest in school districts, there are relatively few comprehensive resources available for graduate students in educational leadership programs. The Challenges of School District Leadership takes the position that the best way to prepare the next generation of school district leaders is to make certain that they are prepared to address the unending challenges that characterize public education today. Drawing on the latest research as well as actual examples, the book spotlights ten of the perennial challenges facing superintendents and school boards. Among the challenges discussed in detail are balancing equity and excellence, accommodating demographic change, coping with the increasing politicization of district leadership, deciding how to organize (or reorganize) a school system, and meeting the demands of educational accountability. This text is appropriate for graduate students in educational leadership, education policy, and the politics of education as well as school district leaders.

Despite the rising interest in school districts, there are relatively few comprehensive resources available for graduate students in educational leadership programs. The Challenges of School District Leadership takes the position that the best way to prepare the next generation of school district leaders is to make certain that they are prepared to address the unending challenges that characterize public education today. Drawing on the latest research as well as actual examples, the book spotlights ten of the perennial challenges facing superintendents and school boards. Among the challenges discussed in detail are balancing equity and excellence, accommodating demographic change, coping with the increasing politicization of district leadership, deciding how to organize (or reorganize) a school system, and meeting the demands of educational accountability. This text is appropriate for graduate students in educational leadership, education policy, and the politics of education as well as school district leaders.

A fascinating, and disturbing, story of an urban high school's struggle to survive in the post-integration era of educational reformThomas Jefferson High School faced court-ordered busing, student unrest, white flight, district-sponsored alternative schools, high school consolidation, budget crises, closure threats, magnet programs, and co-existence with a Governor's School. Each event impacted the culture of academic excellence that had been painstakingly crafted during the school's first thirty years. This book offers a history of Tee-Jay from its inception in 1930 through its "glory days," covers the school's efforts to deal with the challenges of the post-integration era, and concludes with a discussion of what the Tee-Jay story can tell us about the future of academic high schools and integration in the urban areas of the United States.

Since the beginning of the school reform movement in the early 1980's, various efforts have been made to improve teacher evaluation. Most of the initial efforts were designed to promote greater accountability. They were characterized by research-based performance standards, sophisticated classroom observation procedures, and extensive training. More recently, the focus of teacher evaluation has been expanded to include provisions for professional development. Supporters of this trend have argued that accountability-based evaluation diminishes in value as teachers gain experience and expertise.Teacher Evaluation Policy presents case studies describing how new teacher evaluation policies have been created. The contributors go behind the scenes to examine the complex negotiations between politicians and special interest groups that accompany policy making. They identify the public and the private agendas guiding decision makers. What emerges is a vivid portrait of professionals and politicians grappling over the control of education. Accounts include the formulation of teacher evaluation policy in North Carolina, Louisiana, Connecticut, Washington State, and Great Britain.

Using Virginia as a case study, examines the role that educational leaders play in the implementation of statewide accountability plans.The insistence by policymakers and politicians that educators be held accountable for student outcomes has resulted in dramatic shifts in the responsibilities of department chairs, principals, and superintendents. Educational Leadership in an Age of Accountability explores these changes in Virginia, following its implementation of an ambitious accountability plan that called for standards of learning, statewide high-stakes tests, standards of accreditation, and annual school performance report cards. This book examines factors such as the fate of students who fail state tests, achievement differences between black and white students, ethical issues surrounding accountability measures, and the increasing politicization of local schooling. Educational Leadership in an Age of Accountability shows that accountability pressure has done more than previous reforms to foster instructional leadership.

Using Virginia as a case study, examines the role that educational leaders play in the implementation of statewide accountability plans.The insistence by policymakers and politicians that educators be held accountable for student outcomes has resulted in dramatic shifts in the responsibilities of department chairs, principals, and superintendents. Educational Leadership in an Age of Accountability explores these changes in Virginia, following its implementation of an ambitious accountability plan that called for standards of learning, statewide high-stakes tests, standards of accreditation, and annual school performance report cards. This book examines factors such as the fate of students who fail state tests, achievement differences between black and white students, ethical issues surrounding accountability measures, and the increasing politicization of local schooling. Educational Leadership in an Age of Accountability shows that accountability pressure has done more than previous reforms to foster instructional leadership.

Traces the organizational history of Fairfax County public schools in Virginia, from 1954–2004, revealing the system's record of academic success.Despite the fact that more than one-half of the students in the United States are educated in suburban schools, relatively little is known about the development of suburban school systems. Education Empire chronicles the evolution of Virginia's Fairfax County public schools, the twelfth largest school system in the country and arguably one of the very best. The book focuses on how Fairfax has addressed a variety of challenges, beginning with explosive enrollment growth in the 1950s and continuing with desegregation, enrollment decline, economic uncertainty, demands for special programs, and intense politicization. Today, Fairfax, like many suburbs across the country, looks increasingly like an urban school system, with rising poverty, large numbers of recent immigrants, and constant pressure from an assortment of special interest groups. While many school systems facing similar developments have experienced a drop in performance, Fairfax students continue to raise their achievement. Daniel L. Duke reveals the keys to Fairfax's remarkable track record.

Traces the organizational history of Fairfax County public schools in Virginia, from 1954–2004, revealing the system's record of academic success.Despite the fact that more than one-half of the students in the United States are educated in suburban schools, relatively little is known about the development of suburban school systems. Education Empire chronicles the evolution of Virginia's Fairfax County public schools, the twelfth largest school system in the country and arguably one of the very best. The book focuses on how Fairfax has addressed a variety of challenges, beginning with explosive enrollment growth in the 1950s and continuing with desegregation, enrollment decline, economic uncertainty, demands for special programs, and intense politicization. Today, Fairfax, like many suburbs across the country, looks increasingly like an urban school system, with rising poverty, large numbers of recent immigrants, and constant pressure from an assortment of special interest groups. While many school systems facing similar developments have experienced a drop in performance, Fairfax students continue to raise their achievement. Daniel L. Duke reveals the keys to Fairfax's remarkable track record.

Examines, from four organizational perspectives, Virginia's Manassas Park City School's ten-year turnaround.The Little School System That Could is a story about transformation. In 1995, equipped with not much more than a vision of the quality education that urban students deserved, Tom DeBolt, the new superintendent of the Manassas Park School System, set into motion a series of reforms that transformed the district. By 2005 every school was accredited, passing rates on state tests had doubled, and the school system was attracting national attention. Daniel L. Duke examines the district's ten-year turnaround, from four organizational perspectives and addresses the critical role of professional and political leadership in overcoming the challenges of low morale, scarce resources, changing demographics, and dysfunctional school-community relations.

Examines, from four organizational perspectives, Virginia's Manassas Park City School's ten-year turnaround.The Little School System That Could is a story about transformation. In 1995, equipped with not much more than a vision of the quality education that urban students deserved, Tom DeBolt, the new superintendent of the Manassas Park School System, set into motion a series of reforms that transformed the district. By 2005 every school was accredited, passing rates on state tests had doubled, and the school system was attracting national attention. Daniel L. Duke examines the district's ten-year turnaround, from four organizational perspectives and addresses the critical role of professional and political leadership in overcoming the challenges of low morale, scarce resources, changing demographics, and dysfunctional school-community relations.

What is it really like to be a teacher today? Teaching-The Imperiled Profession goes beyond conventional analyses, to probe the profession and various threats to its viability. Daniel L. Duke has drawn on his own and current educational research-including surveys of teacher opinion, interviews with teachers, and press coverage of educational issues-to uncover and examine a complex array of factors that contribute to the troubled state of the profession and the unprecedented discouragement of its practitioners. The book also analyzes traditional sources of support.Teaching-The Imperiled Profession provides prospective teachers with a realistic picture of the profession today. It identifies a set of concerns on which citizens might reasonably focus attention, in order to forestall any future deterioration. It provides the educator, administrator, and policy-maker with a comprehensive set of recommendations for revitalizing the profession. The book also serves as a concise history of the teaching profession as it has developed in the United States during the twentieth century.

Most evaluations of teacher performance are brief, superficial, pro forma affairs involving a few moments of classroom observation every year or two followed by the completion of required evaluation forms. Not surprisingly, much of what has been written about teacher evaluation over the past decade reflects the dissatisfaction of teachers, the frustration of administrators, and the confusion of all parties as to the proper purposes for and methods of teacher evaluation. In this long-awaited book, Richard J. Stiggins and Daniel L. Duke approach teacher evaluation from a positive perspective. They present the results of three unique studies from over a three-year period, designed to uncover the inherent problems in current evaluation practices and find potential solutions to those problems.Relying on ethnographic case study methodology, Study One focuses on the procedures and concerns in the teacher evaluation systems of four school districts, uncovering barriers to teacher growth. Study Two also relies on case study methodology to highlight the keys to success for a few teachers who experienced significant professional growth as a result of a good-quality evaluation event. Study Three uses an instrument-the Teacher Evaluation Profile-to explore and analyze the evaluation experiences of over 400 teachers. The result is a book that gives a clear insight into the important attributes of positive growth-producing evaluation events. Implications of these studies for future teacher evaluation programs in terms of research, policy, and practice are also included in this valuable resource book.The topic is very timely. The significance if this work is that the effort begins linking staff development participation to teacher evaluation.

"Offers a set of extremely useful heuristics, mental models, and organizational checklists with which future and practicing school leaders can analyze leadership situations and take positive, focused action to improve school conditions. The author′s gift for narration brings the reader into the case studies and allows you to almost be sitting alongside experienced educational leaders as they ponder about and make decisions concerning critical educational issues. This is highly insightful and helpful for the reader just learning about the complexity of educational leadership and a critical gift for their own future decision making."—Dan W. Butin, Assistant Dean of Educational Leadership Cambridge College "The vignettes, cases, and stories provide insights into what an educational leader at the school level can face each day. These examples lend themselves to professional book study with practicing principals as well as those who aspire to take on that role." —Michelle Gayle, Principal Griffin Middle School, Tallahassee, FLDiagnose your school′s critical challenges and apply specific differentiated leadership strategies for improvement!Whether yours is an urban or a rural school, every setting faces unique types of challenges requiring an appropriate and differentiated response. This book introduces the qualities of differentiated leadership and stresses the importance of understanding that different schools can face very distinct sets of challenges. The author provides principals with an overview of "organizational diagnostics" with guidelines for identifying critical issues and demonstrates how to apply differentiated leadership to four high-level priorities:Preventing school declineTurning around a low-performing schoolSustaining improvementsDesigning a new school

Most guides to the process of turning around low-performing schools are written for principals and policy makers. Teachers, however, are the individuals expected to conduct the “heavy lifting” of school improvement. Teachers’ Guide to School Improvement is the first book on the subject written expressly for teachers. In this expanded second edition, teachers are shown a step-by-step process for raising student achievement, beginning with the diagnosis of the causes of low achievement and extending through the crucial first year of turnaround and beyond. Examples of effective turnaround practices are drawn from a variety of elementary, middle, and high schools.

Most guides to the process of turning around low-performing schools are written for principals and policy makers. Teachers, however, are the individuals expected to conduct the “heavy lifting” of school improvement. Teachers’ Guide to School Improvement is the first book on the subject written expressly for teachers. In this expanded second edition, teachers are shown a step-by-step process for raising student achievement, beginning with the diagnosis of the causes of low achievement and extending through the crucial first year of turnaround and beyond. Examples of effective turnaround practices are drawn from a variety of elementary, middle, and high schools.

No greater challenge faces our society than improving the educational opportunities for millions of young people trapped in chronically low-performing schools. Overcoming this challenge requires talented and dedicated school leaders whose knowledge and skills extend far beyond what is covered in conventional principal preparation programs.This book draws on extensive research by the author and others on the actions needed to turn around low-performing schools. First, however, the book examines the personal qualities needed to undertake the turnaround process. Following chapters provide guidelines on diagnosing the school-based causes of low achievement and developing a school turnaround plan. The author focuses on the importance of continuous planning – a departure from standard practice. A major portion of the book is devoted to examples of first-order and second-order strategies for raising achievement. Specific recommendations for launching the turnaround process and sustaining gains beyond the first years of turnaround are provided. The concluding chapter addresses the role of school districts in supporting school-based turnaround efforts.

No greater challenge faces our society than improving the educational opportunities for millions of young people trapped in chronically low-performing schools. Overcoming this challenge requires talented and dedicated school leaders whose knowledge and skills extend far beyond what is covered in conventional principal preparation programs.This book draws on extensive research by the author and others on the actions needed to turn around low-performing schools. First, however, the book examines the personal qualities needed to undertake the turnaround process. Following chapters provide guidelines on diagnosing the school-based causes of low achievement and developing a school turnaround plan. The author focuses on the importance of continuous planning – a departure from standard practice. A major portion of the book is devoted to examples of first-order and second-order strategies for raising achievement. Specific recommendations for launching the turnaround process and sustaining gains beyond the first years of turnaround are provided. The concluding chapter addresses the role of school districts in supporting school-based turnaround efforts.

Between 2002 and 2016, the federal government, state governments, and school districts undertook unprecedented measures to improve the lowest-performing schools. This book draws on dozens of actual examples to illustrate the wide range of interventions adopted over this time period. Among the initiatives examined in depth are efforts by states to provide technical assistance to schools and districts, offer students educational choices, engage communities in school improvement, take over low-performing schools and districts, create special state-run school districts, and close failing schools. Also discussed are district-initiated measures, including programs to standardize instruction, innovative approaches to raising student achievement, and restructuring of district operations. The book concludes with an assessment of 15 years of turnaround initiatives and recommendations based on lessons learned over this time period.

Between 2002 and 2016, the federal government, state governments, and school districts undertook unprecedented measures to improve the lowest-performing schools. This book draws on dozens of actual examples to illustrate the wide range of interventions adopted over this time period. Among the initiatives examined in depth are efforts by states to provide technical assistance to schools and districts, offer students educational choices, engage communities in school improvement, take over low-performing schools and districts, create special state-run school districts, and close failing schools. Also discussed are district-initiated measures, including programs to standardize instruction, innovative approaches to raising student achievement, and restructuring of district operations. The book concludes with an assessment of 15 years of turnaround initiatives and recommendations based on lessons learned over this time period.

Most guides on the process of turning around low-performing schools typically are addressed to principals and superintendents. Teachers, however, are the individuals expected to conduct the "heavy lifting" of school improvement. Teachers' Guide to School Turnarounds is the first book on the subject written expressly for teachers. It provides a step-by-step introduction to the process of raising student achievement, beginning with diagnosing the causes of low performance and extending beyond the first year of improvement to the factors involved in sustaining high performance. Based on the authors' experiences with the School Turnaround Specialist Program as well as a review of research on successful school improvement projects, the book contains a wealth of tips and warnings for those engaged in, or anticipating being engaged in, the process of turning around a low-performing school.

Most guides on the process of turning around low-performing schools typically are addressed to principals and superintendents. Teachers, however, are the individuals expected to conduct the "heavy lifting" of school improvement. Teachers' Guide to School Turnarounds is the first book on the subject written expressly for teachers. It provides a step-by-step introduction to the process of raising student achievement, beginning with diagnosing the causes of low performance and extending beyond the first year of improvement to the factors involved in sustaining high performance. Based on the authors' experiences with the School Turnaround Specialist Program as well as a review of research on successful school improvement projects, the book contains a wealth of tips and warnings for those engaged in, or anticipating being engaged in, the process of turning around a low-performing school.

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.