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ERIC Number: EJ767592
Record Type: Journal
Publication Date: 2004-Apr
Pages: 5
Abstractor: ERIC
ISSN: ISSN-1529-8957
Coherence: When the Puzzle is Complete
Kedro, M. James
Principal Leadership, v4 n8 p28-32 Apr 2004
A poorly performing school is like a complex puzzle with its pieces haphazardly scattered. To achieve coherence and improve performance, a principal must have a vision of how the completed puzzle should look. Schools that have effectively implemented instructional models have principals that are puzzle solvers. To fit diverse needs into place and improve focus on state standards, the principals in these schools perform supervisory roles as flexible facilitators of instructional practices. As helpers and diagnosticians, rather than directors and tellers, they know how to modify model components to meet unique school requirements. Using examples of schools in Chicago, Illinois, and St. Louis, Missouri, this author describes how consultative principals can become the architects of program coherence, which he defines as consisting of two major factors: (1) a common instructional framework that guides curricula, teaching, assessment, and learning; and (2) working conditions that support staff stability and the implementation of the instructional framework.
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois; Missouri