This volume provides a set of principles and systematic methods for improvement to help district and school leaders achieve the continuous improvement goals embedded in the Professional Standard for Educational Leadership (PSEL) and the National Educational Leadership Program (NELP) standards.
This volume provides a set of principles and systematic methods for improvement to help district and school leaders achieve the continuous improvement goals embedded in the Professional Standard for Educational Leadership (PSEL) and the National Educational Leadership Program (NELP) standards. Bringing the PSEL Standard 10 to life, this book tackles the why, how, and what of continuous improvement through an equity lens.
In the first section, Leading Continuous Improvement in Schools provides an overall introduction to and rationale for continuous improvement, situating current approaches to continuous improvement, situating current approaches to continuous improvement in education within broader historical and sectoral contexts. The second section highlights how the tenets of improvement science such as making iterative, incremental, evidence-based advancements; utilizing practical measurements; and acknowledging variability position school and system leaders to adaptively integrate systematic and evidence-based approaches to change as part of ongoing organizational processes. The book concludes with a section that invites readers to consider leadership approaches that forward improvement work, how leaders can build internal capacity to engage in improvement, and how policy can support efforts to build and sustain the capacity for continuous improvement. Special features include beginning-of-chapter highlights, end-of-chapter connections to standards, and action inventories through each chapter. Overall, the volume provides a focus on the continuous improvement aspects of the NELP and PSEL standards that serves as a bridge, supporting students preparing to become educational leaders in their journey from learning about continuous improvement to learning how to lead continuous, equity-oriented improvement work in their own contexts.
Foreword
By series editors Michelle D. Young and Rose M. Ylimaki
Preface
Acknowledgements
List of Action Inventories
Section I: Why Continuous Improvement?
Chapter 1: Avas Story of Equity-Oriented Improvement
Chapter 2: What Is (and Isnt) Continuous Improvement in Education?
Chapter 3: Enacting Leadership through Continuous Improvement
Chapter 4: Equity-Oriented Continuous Improvement
Section II: How Do We Enact Continuous Improvement?
Chapter 5: Problem Identification and Framing (with Brandi Hinnant-Crawford)
Chapter 6: Data for Improvement and Disciplined Inquiry
Chapter 7: Spread and Scale: The Promise (and Perils) of Networks and Systems
Change
Section III: What is Leading Continuous Improvement?
Chapter 8: Building a Toolbox for Leading Continuous Improvement
Chapter 9: Building Organizational Capacity for Continuous Improvement
Chapter 10: Policy Considerations for Continuous Improvement (with David
Osworth)
Chapter 11: Conclusion
Appendices
Index
Erin Anderson is Associate Professor of Educational Leadership and Policy Studies at the University of Denver, USA.
Kathleen M. W. Cunningham is Assistant Professor of Educational Leadership and Policies at the University of South Carolina, USA.
David H. Eddy-Spicer is Professor of Education in the Department of Leadership, Foundations, and Social Policy at University of Virginia, USA.
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