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We Know What to Do, So Why Do We Fail?
| Content Provider | Semantic Scholar |
|---|---|
| Author | Gray, Susan Francis Streshly, William |
| Copyright Year | 2009 |
| Abstract | or decades, school leaders across the nation have wres-tled with the difficult task of implementing what they know their schools should do. Three years ago, the chal-lenge of turning knowledge into action was tackled head-on by a select group of educational leaders who met on the campus of a major university to brainstorm ways the university’s educa-tional leadership department might assist school districts in their efforts to improve student learning. A member of the department offered a familiar observation: “Much research points to the promise of increased student learning when school leaders and teachers work together as a professional learning community, sharing the vision and col-laborating for such important functions as data analysis, lesson study, and curriculum alignment.” At this point, a noticeably uncomfortable superintendent point-edly asked, “Well, if we know what needs to be done to get good results, why can’t we do it?” Responses from the school leaders in the room immediately focused on the usual barriers: the changing student population; inadequate teacher prepara-tion; English-language learner difficulties; lack of parent in-volvement; bureaucratic requirements; union stalemates; insuf-ficient fiscal resources; and the unreasonable pressures of the No Child Left Behind Act. Finally, one superintendent interjected: “But there are schools out there where student achievement is improving in spite of the barriers we are all talking about. How are they able to get past those barriers?” |
| File Format | PDF HTM / HTML |
| DOI | 10.4135/9781452218984.n1 |
| Alternate Webpage(s) | https://www.naesp.org/sites/default/files/resources/2/Principal/2009/M-Jweb2.pdf |
| Alternate Webpage(s) | https://doi.org/10.4135/9781452218984.n1 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
