Elevate school improvement as an urgent
priority at every level of the system — schools, LEAs, and the SEA — and establish for each level clear roles, lines of authority, and responsibilities for improving low - performing schools.
All this would work better, we said, if developing leadership
at every
level was treated as a
system priority and driver
of change, not an afterthought to it.
In some cases, for example, helping one client
at a time makes a difference for that person but it doesn't really alter the
system, or only representing the poorest
of the poor, not to say somebody is higher or lower
priority, but if you think about your landlord clients, for example, they're not the poorest
of the poor but they've crawled out
of legal aid eligibility only to be told, «Now here's a giant expense that you need to undertake to move to the next
level.»