This series—launched with a special report on instructional leadership in the Sept. 15, 2004, issue of Education Week—examines the new approaches to leadership in education at a time of increasing academic expectations on schools.
Given the wide range of duties involved in leading a charter school, it can be tough— and, some experts say, inadvisable—for one person to go it alone.
The nation’s schools need principals who know instruction, and that focus is helping to shape more coherent professional programs to select and train the next generation of school leaders.
When Arthur Levine wrote a scathing report on the preparation of American school leaders, the one institution he singled out as a “promising model” wasn’t even in the United States. It was England’s National College for School Leadership.
Since 2000, New Leaders for New Schools has recruited and trained more than 300 principals and placed them at the helms of troubled schools in cities across the nation. But the nonprofit organization aspires to much more.
Teri Tilson, at left, an administrator with the Greeneville city district, and Larry Neas, center, go over budget information with interns including Andrew Tolley, right.
Greeneville City and Kingsport district officials entered into a collaborative partnership to help East Tennessee State revamp its educational leadership program.
What’s gone around has come around. After a decade or so spent largely on setting academic standards against which to hold schools accountable, states are themselves being held accountable for helping schools figure out how to meet them. Part of Education Week's special annual report, Leading for Learning.
Distinguished educators are assigned by the state to help low-scoring districts in Pennsylvania. Part of Education Week's special annual report, Leading for Learning.
With state funding, teams of educators are assisting struggling districts in Kentucky.
Part of Education Week's special annual report, Leading for Learning.
Under Edison Schools Inc., educators work in teams, a model that encourages the development of leadership throughout a building.
Karla Scoon Reid, November 15, 2005
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11 min read
First graders at PS 33 in the Chelsea neighborhood of Manhattan sit in a semicircle during a meeting with teacher Danielle Capek. The city education department's directions on teaching literacy, in particular, have raised some educators' hackles.
As Michael R. Bloomberg runs for re-election in New York City, voters will judge the extensive changes he’s made to the nation’s largest school system.
The Chicago school district will accept proposals this month from outside vendors seeking to craft core college-preparatory curricula in English, mathematics, and science for high schools.
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