Stacy Childress is a lecturer at Harvard Business School. Richard F. Elmore is the Gregory R. Anrig Professor of Educational Leadership at the Harvard Graduate School of Education. Allen S. Grossman is the MBA Class of 1957 Professor of Management Practice at Harvard Business School. Susan Moore Johnson is the Pforzheimer Professor of Teaching and Learning at the Harvard Graduate School of Education.
This book of insightful case studies fills a void long felt by
educational administrators in search of practical, real-world
training tools. It will serve as a catalyst for the tough
conversations district leaders need to have about achieving
high-quality outcomes for all students. The Broad Center for the
Management of School Systems has used many of these cases with
great success, and we are excited that they are now compiled into a
single collection. Dan Katzir, Managing Director, The Broad
Foundation"
This collaboration between the Harvard Business School and the
Harvard Graduate School of Education provides a set of analytical
tools to address the most complex and challenging issues facing
urban public schools. The contemporary case studies document actual
choices and constraints and point to patterns and similarities
across organizations, from urban schools to corporate environments.
Carol Johnson, Superintendent, Boston Public Schools"
This set of case studies offers practitioners, policymakers, and
scholars the opportunity to learn from the collective wisdom and
real-life experiences of educational leaders involved in systemic
transformation. Implementing coherent reform strategies designed to
improve and sustain student performance often takes place in a
vacuum. As a former urban superintendent, I believe that these
selected educational case studies provide a compelling forum for
shared experiential teaching and learning. Arlene Ackerman,
Christian A. Johnson Professor of Outstanding Educational Practice,
Teachers College, Columbia University"
This volume is not a treatise about how schools and districts
should work. Rather, it provides a deep immersion in the real
dilemmas involved in advancing school district reform. Anyone who
works through these cases cannot help but come away with a more
informed vision for change, a more reflective orientation about the
interrelationships among the multiple tasks involved, and a more
prudent grasp of what it takes to educate all children to high
academic standards. The course of study presented by "Managing
School Districts for High Performance" should be required
professional education for anyone charged with advancing a coherent
agenda of school improvement in our diverse, demanding, and rapidly
changing society. Anthony S. Bryk, Spencer Professor of
Organizational Studies, Stanford University"
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