This paper examines data from a four - year study of a comprehensive incentives program
for school improvement in 12 charter schools in a large urban school district.
There are three drivers that need to be in place
for school improvement efforts to succeed, including ensuring fidelity of implementation and sustainable long - term results.
Adults view involvement as a meaningful opportunity for students that is useful for them to identify
areas for school improvement and as something to learn from.
Top - performing systems in the study drive the state, provincial or national
agenda for school improvement through their system of leadership development.
The challenge for the principal is to create a culture that is moving the school forward toward its vision and reinforcing the behaviors
necessary for school improvement.
The authors also review planning and preparation, focusing and designing the research, designing interview methods, collecting and analyzing data, developing feedback, and using student
data for school improvement.
As such, a district should only shift to student - based budgeting as part of a broader district strategy and theory of
action for school improvement.
Add this influence to that of private firms operating schools of choice, and public education could have a powerful
engine for school improvement driven by the market.
We must improve the professional growth we give our teachers and leaders and ensure that it is aligned with standards and the
needs for school improvement.
And we find that many principals can use help from HR in figuring out which kinds of expertise they should be looking for, given their specific
goals for school improvement.
This action tool is valuable not only for student development but
also for school improvement planning and teacher professional growth.