Strategy in Action

How School Systems Can Support Powerful Learning and Teaching

By: Rachel E. Curtis, Elizabeth City

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Paperback | 30 September 2009

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How can we systemically improve the quality of classroom instruction and the learning and achievement of students? In an era when isolated examples of excellence are not good enough, we need systems that support improvement and excellence for all. This book describes how systems can effectively engage in this complex, challenging, and crucial work.

The authors explore three core competencies of high-performing school systems: (1) understanding what the work is—a deep understanding of the core business of facilitating learning, a vision of what that looks like, and an awareness of where the system is in relation to that vision; (2) knowing how to do the work—a theory of action for improving instruction, a focus on key strategies, and effective alignment of resources; and (3) building the individual and organizational “habits of mind” that foster continuous improvement. Each chapter includes examples that illustrate key concepts in action, questions to spur self-assessment in key areas of competence, and tools and resources for building capacity at different levels and stages of development.

Industry Reviews

"Strategy in Action"makes a valuable contribution to our understanding of what it takes to transform our schools and support more effective learning and teaching .It emphasizes focusing resources on a few things that have the greatest potential to improve student learning, which, when done in concern, can leverage significant improvement. from the foreword byDr. Beverly L. Hall, superintendent, Atlanta Public Schools, and 2009 National Superintendent of the Year
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Curtis and City reveal the emperor without clothes when they conclude that too many educational systems have a strategic plan without a strategy. Their insights give teachers, leaders, and policymakers long-overdue relief from the tyranny of planning processes that elevate the production of documents over meaningful progress in teaching and learning. The authors challenge the common enthusiasm for multiple initiatives and replace it with remarkable focus and impact. This is a wise and important book. Douglas Reeves, chairman, The Leadership and Learning Center
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