Changing for Good
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Changing for Good

Sustaining School Improvement



© 2010 | 216 pages | Corwin

"This important work identifies the critical elements of sustainability—the necessary goal of systemic reform—which requires a long-term commitment to change for the benefit of students."
—Lois Adams-Rogers, Deputy Executive Director
Council of Chief State School Officers

Implement a comprehensive, whole-school reform program that lasts!

The recent emphasis on educational reform has led to many books on initiating school improvement, but relatively few on how to sustain reform efforts so that improvements have a lasting impact.

Changing for Good offers a detailed examination of current schoolwide reform efforts and identifies strategies for introducing, managing, and sustaining successful school renewal programs. Based on a four-year study of 74 schools, the book provides a model for generating the necessary district support, schoolwide leadership, teacher commitment, and performance outcomes to cultivate improvement that lasts. Applicable at the state, district, and school level, this model helps readers:

  • Align reform efforts with educational standards and accountability guidelines
  • Create a research-based improvement plan
  • Support change by developing a shared vision
  • Promote distributed leadership
  • Celebrate gains to encourage cooperation

The most beneficial school improvements are the ones that endure. With this exceptional resource, educational administrators and leaders can create a school environment that embraces meaningful change, sustains positive reform, and ensures successful learning outcomes.

List of Tables and Figures
Acknowledgments
About the Author
Introduction
Comprehensive School Reform  
Purpose and Focus of the Book  
Researching Reform Sustainability in Schools  
Organization of the Book  
1. Sustaining Change in Schools
Two Decades of Reform Policies  
Sustaining Reform  
Organizational Capacity and Sustaining Change in Schools  
Toward a Model of Sustainability  
2. Setting the Stage for School Reform
School Reform and State Infrastructure  
Opportunity for Improvement Through Comprehensive School Reform  
Discussion of the State Context for School Reform  
3. Supporting Change in Schools
Waterton County  
Burkett County  
District Support for Sustaining Change in Other Schools  
Discussion of District Support for Sustaining Reform  
4. Promoting Distributed Leadership
Leadership for Change  
Distributed Leadership in Tipton Middle School  
Developing Distributed Leadership in Greely Elementary School  
Principal Leadership for Reform  
Reform Facilitation  
Negotiation of Tasks and Responsibilities  
Preparing to Sustain School Reform  
Leadership and the Challenge of Change in Other Schools  
Discussion of Distributed Leadership and Sustaining Reform  
5. Gaining Teacher Commitment
Control of Teachers Versus Workplace Autonomy  
Forestview Middle School  
Littleton Middle School  
Teacher Commitment to Reform  
Teacher Commitment in Other Schools  
Lack of Teacher Commitment to Reform in Other Schools  
Discussion of Teacher Commitment and Sustaining Reform  
6. Celebrating Gains
Comprehensive School Reform and School Performance  
Tangible Resources and Supplies  
Contributions to School Culture  
Spillover Effects From the Grant Experience  
Discussion of the Effects of Reform and Sustainability  
7. Changing for Good
Sustaining Comprehensive School Reform  
Sustainability With Funding  
Commitment to Sustainability Without Funding  
Sustained Momentum for Improvement and Innovation  
No Sustainability  
Discussion of Patterns of Reform Sustainability  
8. Reforming Reform
Patterns of Sustainability  
A Model for Sustaining Change  
What Happened to CSR?  
Recommendations for Educators  
Resource: Methodology
Design of the Study  
Research Questions  
Selection of Schools  
Data Collection Methods  
Reliability and Verification  
Data Analysis  
Ethical Considerations  
References
Index

“This important work identifies the critical elements of sustainability—the necessary goal of systemic reform—which requires a long-term commitment to change for the benefit of students.”

Lois Adams-Rogers, Deputy Executive Director
Council of Chief State School Officers
Key features
  • Informed by a six-year study that includes both quantitative and qualitative assessments of comprehensive school reform successes at 18 schools
  • Organized around a model that articulates the conditions and strategies necessary to sustain effective reform efforts in schools: district support, leadership, professional development and teacher commitment, and school performance outcomes
  • Offers strategies for selecting, introducing, and implementing comprehensive school reform models that are most effective in leading schools to successful outcomes
  • Outlines patterns of sustainability of comprehensive school reform in schools after termination of CSR funding
  • Furthers an understanding of school reform under continued efforts of standardization and accountability, specifically in the context of No Child Left Behind

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