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ERIC Number: ED432054
Record Type: RIE
Publication Date: 1999
Pages: 113
Abstractor: N/A
ISBN: ISBN-8039-6664-4
How To Turn a School Around: What Principals Can Do. Principals Taking Action Series.
Perez, Anna L. Valdez; Milstein, Mike M.; Wood, Carolyn J.; Jacquez, David
This book is designed to help administrators with school reform to improve levels of teaching and learning. The text is based on key findings from school-change literature, as well as first-hand experiences in the process of school reform. It addresses how to develop a collective vision, how to provide professional development, how to involve stakeholders in decision making, and how to elicit support for change. Six chapters present, and draw lessons from, different aspects of school transformation, each one examining a particular aspect from a closer vantage point. Chapter 1 provides a review of the recent literature on reform efforts carried out at all levels of education. Chapter 2 focuses on setting the direction for change and on the important activities of defining purposes, missions, visions, and goals. Chapter 3 examines the contributions of professional development to achieving change by creating a community of learners, and chapter 4 describes how teachers, students, administrators, and community members can learn to collaborate and participate more effectively in decision-making efforts. Chapter 5 outlines support systems and their impact on sustaining school change. The last chapter synthesizes the book's thesis and provides further insights on how to transform schools. Each chapter includes a chapter focus, summary, and notes. (Contains approximately 80 references.) (RJM)
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-5323; Tel: 805-499-9774; e-mail:; Web site: (paper: ISBN-0-8039-6664-4, $18.95; library edition: ISBN-0-8039-6663-6, $43.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A