Instructional Leadership for Systemic Change: The Story of San Diego's Reform

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Overview

Instructional quality is one of the most important factors in effective teaching. Without it, school reform is impossible. How can leaders develop and implement strategies to improve faculty quality and then manage the process of school reform in today's complex school environments? The authors answer this question through the study of a systemic reform initiative that was launched in San Diego, California in the late 1990s. San Diego was selected for the study because of its proactive attempts to address the quality of teaching, while simultaneously incorporating California's complex, multi-faceted policies directed at education reform. Instructional Leadership for Systemic Change: Provides a rich, comprehensive description of how a major urban school reform initiative was undertaken, Describes political conflicts and implementation issues that occur in real world reform, Describes the changes undertaken to revise the reform each year, Details the various outcomes that occurred for schools and students at different levels. Will be useful to administrators in training, students of leadership and reform, and researchers and policy analysts interested in the anatomy of school change and improvement.
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Editorial Reviews

School Administrator
[This book] is the story of how Alan Bersin, the superintendent, and Anthony Alvarado, the chancellor for instruction, initiated and carried out systemic reforms in San Diego starting in 1998. The authors discuss how difficult it was to stay the course in the midst of major budget cuts and share how they juggled resources to hold firm to the 'Blueprint for Student Success.'
School Administrator Magazine
[This book] is the story of how Alan Bersin, the superintendent, and Anthony Alvarado, the chancellor for instruction, initiated and carried out systemic reforms in San Diego starting in 1998. The authors discuss how difficult it was to stay the course in the midst of major budget cuts and share how they juggled resources to hold firm to the 'Blueprint for Student Success.'
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Product Details

  • ISBN-13: 9781578861675
  • Publisher: R&L Education
  • Publication date: 11/28/2004
  • Series: Leading Systemic School Improvement Series , #3
  • Edition description: New Edition
  • Pages: 176
  • Product dimensions: 6.00 (w) x 8.94 (h) x 0.55 (d)

Meet the Author

Linda Darling-Hammond is Charles E. Ducommun professor of education at Stanford University, faculty sponsor for the Stanford Teacher Education Program, and director of the Center for Teacher Education and School Reform. She is author of 9 other books, including The Right to Learn: A Blueprint for Creating Schools that Work, and more than 200 journal articles, book chapters, and monographs on issues of educational policy and practice.Amy M. Hightower is an assistant director at the American Federation of Teachers, working on labor/management collaborations and accountability. Jennifer L. Husbands is the director of Site Support for High Tech High Learning, where she leads professional development and teacher credentialing programs for a network of small, high-performing charter schools around the country. She is a Ph.D. candidate in administration and policy analysis at Stanford University's School of Education and a former research assistant at the Center for Research on the Context of Teaching and the Center for Teaching and Policy (both at Stanford) and CREATE (Center for Research on Educational Equity, Assessment, and Teaching Excellence) at the University of California, San Diego. Jeannette R. LaFors is a Ph.D. candidate in education policy at Stanford University and a research assistant at the Center for the Study of Teaching and Policy. Viki M. Young is a Ph.D. candidate in education policy at Stanford University and a research assistant at the Center for Research on the Contexts of Teaching. Carl Christopher is associate director for Finance and Outreach of the Center for Teacher Education and School Reform at Stanford University.
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Table of Contents

Part 1 List of Figures and Tables Part 2 Acknowledgments Chapter 3 1 Building Instructional Quality: A New Theory of Educational Improvement Chapter 4 2 Instructional Reform in San Diego City Schools: A Thoughtful Strategy for Change Chapter 5 3 Changing the System at the Top: Rethinking the District Chapter 6 4 Charting the Results of the Reform Chapter 7 5 Reform at the Elementary Level: Changing Practice, Changing Culture Chapter 8 6 Reform at the Middle School Level: From the Inside Out Chapter 9 7 The Teachers' View: Where Reform Hits the Road Chapter 10 8 Meeting the Needs of High Schools: Reforming the Reform Chapter 11 9 Conclusion Part 12 Appendix: San Diego City School District-Wide Student Performance, SAT-9 Part 13 References Part 14 Index Part 15 About the Authors
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