ERIC Number: ED458707
Record Type: RIE
Publication Date: 2001
Reference Count: N/A
Creating Successful School Systems: Voices from the University, the Field, and the Community.
Duffy, Francis M., Ed.; Dale, Jack D., Ed.
Contributors to this book were asked to organize their chapters around the following question: "What do you think it will take to redesign entire school systems for success in the 21st century?" The book is therefore about redesigning entire school districts. The subtheme that emerged in the chapters was redesigning school districts as organic systems: a living, evolving entity within its community. School districts must be responsive, yet provide proactive leadership in developing critical educational services for the community. School systems must reflect community, yet also market the value of the services they provide. School systems are, therefore, like miniature ecosystems. The consensus of contributors is that educators must shift their thinking from the bureaucratic, industrial models of the past to the dynamic organic models of the future. The path to systematic school improvement is marked by high levels of participation and involvement of teachers and staff. Systematic improvement can occur only if stakeholders work together to define a desirable future for their districts, collaborate creatively to solve perplexing puzzles that entangle their thinking and practice, and design implementation plans that ensure success. (Contains 177 references.) (DFR)
Descriptors: Academic Achievement, Academic Standards, Accountability, Educational Change, Educational Environment, Elementary Secondary Education, Leadership, Public Schools, School Culture, School Districts, Standards, Systems Analysis, Teacher Effectiveness
Christopher-Gordon Publishers, Inc., 1502 Providence Hwy, Suite 12, Norwood, MA 02062 (Order #2013, $44.95). Tel: 800-934-8322 (Toll free); Fax: 781-762-2110; Web site: http://www.christopher-gordon.com.
Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A