How can districts bring instructional improvement to scale within and across schools?
The authors of Collaborative School Improvement argue that districts can play a powerful part in helping schools build the capacity to engage in inquiry-based reform—but that this effort requires a shift in districts’ traditional role as a professional development provider.
Drawing on case studies from three districts, the authors identify eight key practices for effective school-district collaboration. By helping districts teach—and model—an inquiry-based process, Collaborative School Improvement promises to offer powerful new support for scaling up data-driven instructional reform.
For educators and administrators suffering under the weight of initiative fatigue, this book offers welcome relief. CSI is not about adopting the latest educational fad but rather about a focus on evidence, teaching, and leadership. The authors offer authentic examples from a wide variety of schools and bring the combined perspectives of practitioners and researchers to this complex challenge. This profoundly respectful book acknowledges that the vast majority of teachers and administrators want to get it right. The practices outlined here will focus your professional energies where they will have the greatest impact on student results. — Douglas B. Reeves, founder, The Leadership and Learning Center
This book is unique in its focus both on the district’s role in supporting data-based inquiry and on using the inquiry process to improve the quality of teaching and learning in the classroom. — Jennifer Cheatham, chief instruction officer, Chicago Public Schools
At the core of Collaborative School Improvement is a set of well-defined but flexible practices that marry data inquiry cycles with effective teamwork. With nuanced insights and attention to detail, the authors tell the compelling story of how educators can create scalable systems of instructional improvement. This is an important book that should interest not only educators, but those who craft education policy. — Joe Siedlecki, program and policy officer, Michael & Susan Dell Foundation
As with the best of protocols, CSI helps school and district leaders develop habits they wish they had. It offers practical advice and tools well grounded in research and practice. CSI makes it clear that improvement is within the grasp of committed teams. — Alan Dichter, director of leadership development, Portland Public Schools
This book contributes to our collective knowledge by offering a clear and field-tested set of practices for how schools and districts can structure their relationship to best serve student learning. I feel a kinship with the authors of this book because, as with Data Wise, they offer not a program to implement, but a paradigm shift in how educators approach their work. And, as we did with Data Wise, they offer a guide to making it happen. — From the foreword by Kathryn Parker Boudett, lecturer on education and director of the Data Wise Project, Harvard Graduate School of Education