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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.
List of contents
Foreword
By series editors Michelle D. Young and Rose M. Ylimaki
Preface
Acknowledgements
List of Action Inventories
Section I: Why Continuous Improvement?
Chapter 1: Ava’s Story of Equity-Oriented Improvement
Chapter 2: What Is (and Isn’t) 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
About the author
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.
Summary
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.
