Leave No Child Behind: A Baker's Dozen Strategies To Increase Academic Achievement.
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| Title: | Leave No Child Behind: A Baker's Dozen Strategies To Increase Academic Achievement. |
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| Language: | English |
| Authors: | Carlson, Karen Glinert, Shagle-Shah, Shobha, Ramirez, M. Delia |
| Availability: | Chicago Schools Academic Accountability Council, Chicago Board of Education, 125 South Clark Street, 6th Floor, Chicago, IL 60603; Tel: (773) 553-1570; Fax: (773) 553-1571; E-mail: kcarlson@csc.cps.k12.il.us |
| Peer Reviewed: | N |
| Page Count: | 26 |
| Publication Date: | 1999 |
| Sponsoring Agency: | Illinois State Office of Education, Springfield. Chicago Board of Education, IL. |
| Intended Audience: | Administrators; Practitioners |
| Document Type: | Guides - Non-Classroom |
| Descriptors: | Academic Achievement, Academic Standards, Accountability, Administrator Role, Curriculum Development, Educational Change, Educational Finance, Educational Improvement, Educational Objectives, Elementary Secondary Education, Faculty Development, Instructional Leadership, Leadership Qualities, Principals, Public Schools, Reading Improvement, Reading Skills, Student Evaluation, Teacher Collaboration, Teacher Evaluation, Teaching Skills, Urban Schools |
| Abstract: | This document presents school principals' points of view on school and student improvement, using the real life experiences and practices of principals within Chicago's schools that have over the past few years shown the most improvement. Principals from 32 schools discussed their leadership style and strategies that contributed to school and student performance in their diverse schools. For each of 13 strategies, this document presents essential steps for implementation. The 13 strategies are: (1) create a consistent reading program; (2) set clear goals and standards; (3) coordinate curriculum; (4) build strong team faculty; (5) hold teachers accountable; (6) monitor both students and teachers; (7) foster individual teacher support; (8) encourage professional development; (9) ensure philosophical consistency; (10) invest in performance; (11) instill a love of learning through reading; (12) work together; and (13) increase time on task. The document concludes that good principal leadership is essential to positive school change. The data show that students can flourish academically regardless of their background, and that race, poverty, and other urban challenges are not reasons for failure. Students in urban schools can be very successful if the local conditions and school leadership are right. (SM) |
| Entry Date: | 2000 |
| Accession Number: | ED436615 |
| Database: | ERIC |
| Abstract: | This document presents school principals' points of view on school and student improvement, using the real life experiences and practices of principals within Chicago's schools that have over the past few years shown the most improvement. Principals from 32 schools discussed their leadership style and strategies that contributed to school and student performance in their diverse schools. For each of 13 strategies, this document presents essential steps for implementation. The 13 strategies are: (1) create a consistent reading program; (2) set clear goals and standards; (3) coordinate curriculum; (4) build strong team faculty; (5) hold teachers accountable; (6) monitor both students and teachers; (7) foster individual teacher support; (8) encourage professional development; (9) ensure philosophical consistency; (10) invest in performance; (11) instill a love of learning through reading; (12) work together; and (13) increase time on task. The document concludes that good principal leadership is essential to positive school change. The data show that students can flourish academically regardless of their background, and that race, poverty, and other urban challenges are not reasons for failure. Students in urban schools can be very successful if the local conditions and school leadership are right. (SM) |
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