Community
Promote an awareness of the increasingly complex role of school administrators.

		Instructional Module:  View of the Principal and the Job The George Lucas Educational Foundation. (2004). http://glef.org/modules/prin/index.php This module outlines the various job responsibilities of a principal for those outside of or thinking of joining the profession.  The contents focus on professional development and mentoring and profile three innovative leaders in different school settings.
		Poll Finds Differing Views of School Leaders’ Main Tasks Reid, K.S. (2004, February 11). Education Week. http://www.edweek.org/ew/ewstory.cfm?slug=22Metlife.h23 Results of the 2003 “MetLife Survey of the American Teacher,” which polled principals, teachers, and parents, showed that principals generally perceive their leadership abilities more positively than teachers and the public do.  This article addresses this discrepancy and allows communities to begin to understand the complex role of the principal.
		Principals:  So Much to Do, So Little Time  Archer, J. (2002, April 17).Education Week. http://www.edweek.org/ew/ewstory.cfm?slug=31naesp.h21 This article highlights a discussion about the expanding role of the principal that took place at the annual convention of the National Association of Elementary School Principals.   Principals discuss the increasing services schools offer to their communities, the challenges of meeting the needs of special education students and those who do not come to school prepared to learn, and the difficulty of finding time for professional development.
		Rolling Up Their Sleeves:  Superintendents and Principals Talk About What’s Needed to Fix Public Schools Public Agenda.  (2003). http://www.publicagenda.org/specials/rollingup/rollingup.htm This report from Public Agenda and the Wallace Foundation surveyed school leaders about the challenges they face in their jobs.  The site describes eight findings on topics ranging from NCLB to the importance of highly qualified school leaders and offers a forum for readers to engage in discussion about the findings.
		Taking the Lead:  The Role of the Principal in School Reform Trail, K. (2000). CSRD Connections, 1(4). Southwest Educational Development Laboratory http://www.sedl.org/csrd/connections/oct00/welcome.html This article outlines 11 roles that principals are expected to fill ranging from psychologist and philosopher to police officer and facilities manager.  It provides a helpful introduction to the complex task of school leadership and emphasizes the need for shared leadership among teachers, administrators, students, parents, and community members..

Community
Engage policymakers in conversations related to re-defining the role of school principals. 

		Interactive Case Study:  System Wide Change The George Lucas Educational Foundation.  (2003). http://glef.org/systemreform/home.html This site provides an in-depth look at the successful school reform efforts of Union City Public Schools in New Jersey.  The contents are organized around five key factors in reform: leadership, curriculum/assessment, professional development, technology, and community.  Under leadership, the authors explain how the district assessed and addressed their unique needs, in addition to describing the new curricula written by a teacher and the importance of empowering teachers and district administrators.
		ASCD Capwiz Advocacy Toolkit Association for Supervision and Curriculum Development. (2004).  http://capwiz.com/ascd/home/ These pages help those interested in education reform become involved in the policy-making process. The site provides links to elected officials, tracks current issues and legislation, and highlights important elections and candidates.  It also includes a feature that identifies the major media outlets serving every zip code and allows users to send an advocacy email directly from this site.
		Making the Connection: A Guide to Involving Policymakers in a Community Dialogue on Education Southwest Educational Development Laboratory http://www.sedl.org/pubs/policy93/policy93.pdf Engaging policymakers in dialogue on education is a practical action step that communities can take to influence school reform.  This resource provides step by step instructions on engaging policymakers in dialogue on education issues.  The authors provide a description of different roles for participants, advice on how to make the most of participation both during and after the dialogue, and a recruiting planner to assist in inviting policymakers to the discussion.
		Calling the Role:  Study Circles for Better Schools Pan, D.T. and Mutchler, S.E. (2000).  The Southwest Educational Development Laboratory (SEDL) http://www.sedl.org/pubs/policy96/callingrole.pdf Engaging policymakers in conversations with community members related to school issues is critical for communities interested in school reform.  Many have advocated for the implementation of community study circles as a strategy for engagement.  This policy research report  discusses the potential of the study circles method to enhance communication between policymakers and the community.  The authors describe SEDL's implementation of the study circles model in their "Calling the Role" program, review literature pertaining to deliberative dialogues, and discuss policymakers' perceptions of the process.

Community
Participate in school-wide planning meetings or join school-based improvement teams to promote the creation of Professional Learning Communities.

		Creating a Professional Learning Community: Cottonwood Creek School Hoard, S.M. and Rutherford, W.L. (2001). Issues about Change, 6(2). http://www.sedl.org/change/issues/issues62/welcome.html Cottonwood Creek Elementary School is a K-5 building located in the Southwest.  In the late 1990’s, Cottonwood Creek began to move towards establishing itself as a professional learning community by partnering with a local university to create a community of learners with a shared vision.  This case study, based on interviews with teachers, administrators, school leaders and community members, documents Cottonwood’s efforts and provides valuable insight into the process of creating a professional learning community.
		Multiple Mirrors:  Reflections on the Creation of Professional Learning Communities Hoard, S.M. (2000). Southwest Educational Development Laboratory. http://www.sedl.org/pubs/cha97/ This website shares seven “stories” from administrators and teacher leaders related to the creation of professional learning communities in schools across the Southwest.
		Sustaining School Improvement:  Professional Learning Communities Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganization Development/5031TG_proflrncommfolio.pdf This article describes the shared vision, shared leadership, and collaborative activity of professional learning communities.  The authors rate the relative effectiveness of different strategies and highlight the efforts of Lewis and Clark Middle School, in Jefferson, Missouri, to increase the level of active teaching and learning at their school.
		Helping Every Student Succeed: Schools and Communities Working Together Study Circles Resources Center (2002). http://www.studycircles.org/en/Resource.14.aspx This tool explains how study circles engage community members in school improvement efforts and provides the discussion materials necessary for a series of four study groups. Group discussions begin with consideration of what each participant considers a “good education” and progresses to deciding upon specific actions for change.
		Reinventing Education Change Toolkit IBM (2002). http://www.reinventingeducation.org/RE3Web This toolkit, provided free of charge to anyone working in K-12 education, is designed to help school and district leaders to guide the school reform process.  The toolkit can be used to diagnose an environment for change, collaborate with members of a school change team, read real-life vignettes from education colleagues, plan a change initiative, and connect with educators worldwide.

Community
Evaluate and actively work to create/strengthen community-school partnerships.

		Broad Creek Middle School, Carteret, NC The Real D.E.A.L. Schools http://www.governor.state.nc.us/Office/Education/_pdf/RealDeal_Booklet.pdf Broad Creek Middle School is one of eight schools honored by North Carolina Governor Mike Easley as a school that leads the state in both student achievement and teacher working conditions. Parental involvement and volunteers are an integral part of the school’s success. Volunteer programs include tutoring, mentoring and a partnership with a group of local marines.
		Developing Effective Partnerships to Support Local Education School Communities that Work: A National Taskforce on the Future of Urban Districts (2002). http://www.schoolcommunities.org/Archive/images/Partnerships.pdf This paper describes design and operating principles used in effective education and community partnerships. The authors emphasize that partnerships should focus on equity in addition to results and aim to affect youth engagement and development.
		What do we mean by “family and community connections with schools?  Southwest Educational Development Laboratory (SEDL).  (2002, November). Research Brief. http://www.sedl.org/connections/resources/rb/research-brief1.pdf This short brief explains that there are many different forms of school-community involvement and emphasizes the need to clarify each group’s understanding of and expectations for such partnerships.  It includes a series of guiding questions to help schools, parents, and community groups decide which type of partnerships to pursue and provides additional references for related research.

Teachers
Actively participate on school improvement and planning teams. Maximize the efficiency of improvement teams/committees.

		Brevard Elementary School, Transylvania, NC The Real D.E.A.L. Schools http://www.governor.state.nc.us/Office/Education/_pdf/RealDeal_Booklet.pdf Brevard Elementary School is one of eight schools honored by North Carolina Governor Mike Easley as a school that leads the state in both student achievement and teacher working conditions. At this school, all teachers serve on one of the school’s “priority teams” so that leadership is shared and teachers have a voice in school decision-making.
		Sustaining School Improvement: Communication Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/ 5031TG_commfolio.pdf Breaking down these communication barriers is critical to identifying best practice within a building and focusing the efforts of an entire school community. This four-page document outlines the key elements of communication within a schoolhouse, offers strategies that school leadership teams can use to promote effective communication, provides a rubric for evaluating communication practices, and shares a ‘success story’ from Singing Hills Elementary School in Elizabeth, Colorado.
		Sustaining School Improvement:  Data Driven Decision Making Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_datafolio.pdf This document outlines the skills necessary for data-driven decision making, offers strategies that school leadership teams can use to support this process, provides a rubric for evaluating data-driven decision making within a school and shares a ‘success story’ from Jeanette Myhre Elementary School in Bismark, North Dakota.

Sustaining School Improvement:  Professional Development Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_profdevfolio.pdf This document outlines the key elements of effective professional development programs, offers strategies that school leadership teams can use when establishing professional development programs, provides a rubric for evaluating professional development within a school and shares a ‘success story’ from Witters/Lucerne Elementary School in Thermopolis, Wyoming.

		Sustaining School Improvement: Resource Allocation Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment /5031TG_resourcefolio.pdf This document outlines the key elements of school budgeting and resource allocation, offers strategies that school leadership teams can use to monitor and support responsible resource allocation within a building, provides a rubric for evaluating resource allocation, and shares a ‘success story’ from Huntington Elementary School in Lincoln, Nebraska.
		A Handbook for School Leadership Teams Charlotte-Mecklenburg Schools.  (2004). http://www.cms.k12.nc.us/resources/documents/schoolLeadershipTeams.asp This handbook, developed by the Charlotte-Mecklenburg Schools, is a valuable tool for any school attempting to evaluate and define the work of their leadership teams.  Sections cover guidelines for the operation of school leadership teams, roles and responsibilities of members of leadership teams (including parents), the process of developing a school improvement plan, and a checklist for tracking school improvement planning.
		Leadership Matters:  Building Leadership Capacity Barkley, S., Bottoms, G., Feagin, C.H., and Clark, S.  (2001).  http://www.sreb.org/main/Leadership/pubs/01V18_LeadershipMatters.pdf This guide outlines practical strategies for building leadership capacity in schools that pertain to administrators, teachers, students, parents, and the community.  It also includes a description of the importance of establishing a shared vision and a checklist that can be used to evaluate the supports that a school has in place to encourage risk-taking by teachers and administrators.
		Leading Your School Through a School Improvement Process:  Organizing a School Improvement Team School Improvement in Maryland http://www.mdk12.org/process/leading/sit.html The development of school improvement teams allows leadership within a school to be shared.  This website provides score sheets to evaluate the effectiveness of their school improvement teams in the following five areas: team building, strategic planning and follow through, leadership, data utilization and analysis, and managing change and measuring progress.
		Reinventing Education Change Toolkit IBM (2002). http://www.reinventingeducation.org/RE3Web This toolkit, provided free of charge to anyone working in K-12 education, is designed to help school and district leaders to guide the school reform process.  The toolkit can be used to diagnose an environment for change, collaborate with members of a school change team, read real-life vignettes from education colleagues, plan a change initiative, and connect with educators worldwide.
		The Toolbelt: A Collection of Data-Driven Decision-Making Tools for Educators North Central Regional Educational Laboratory http://www.ncrel.org/toolbelt/tutor.htm This website provides a variety of resources and action tools for improving schools through data-driven decision-making.  The site contains a data use primer, a searchable database of resources, a matrix of tools organized around various district needs, and a step-by-step guide to using data in school improvement efforts.

Teachers
Advocate for the creation of Professional Learning Communities.

		Creating a Professional Learning Community: Cottonwood Creek School Hoard, S.M. and Rutherford, W.L. (2001). Issues about Change, 6(2). http://www.sedl.org/change/issues/issues62/welcome.html Cottonwood Creek Elementary School is a K-5 building located in the Southwest.  In the late 1990’s, Cottonwood Creek began to move towards establishing itself as a professional learning community.  Their intent was to partner with a local university in creating a community of learners with a shared vision.  This case study, based on interviews with teachers, administrators, school leaders and community members, documents Cottonwood’s efforts and provides valuable insight into the process of creating a professional learning community.
		Launching Professional Learning Communities:  Beginning Actions Southwest Educational Development Laboratory.  (2000). http://www.sedl.org/change/issues/issues81/welcome.html This tool provided by SEDL outlines the efforts and steps taken by several schools in the Southwest to establish professional learning communities.  It focuses on the initial steps necessary for ensuring that the implementation of the PLC model will result in fundamental change.
		Multiple Mirrors:  Reflections on the Creation of Professional Learning Communities Hoard, S.M. (2000). Southwest Educational Development Laboratory. http://www.sedl.org/pubs/cha97/ This website shares seven “stories” from administrators and teacher leaders related to the creation of professional learning communities in schools across the Southwest.
		Sustaining School Improvement:  Professional Learning Communities Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganization Development/5031TG_proflrncommfolio.pdf This article describes the shared vision, shared leadership, and collaborative activity of professional learning communities.  The authors rate the relative effectiveness of different strategies and highlight the efforts of Lewis and Clark Middle School, in Jefferson, Missouri, to increase the level of active teaching and learning at their school.
		Building a Professional Learning Community Toolkit Eisenhower National Clearinghouse and the National Staff Development Council http://www.enc.org/professional/guide/foundation/community/ This site provides an outline of the process involved in establishing a Professional Learning Community and links to articles written by leading advocates of the model, which are accompanied by a discussion and reflection tool.

Teachers
Develop trusting relationships with building administrators based on open communication.

		Sustaining School Improvement: Communication Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/ 5031TG_commfolio.pdf Breaking down these communication barriers is critical to identifying best practice within a building and focusing the efforts of an entire school community. This four-page document outlines the key elements of communication within a schoolhouse, offers strategies that school leadership teams can use to promote effective communication, provides a rubric for evaluating communication practices, and shares a ‘success story’ from Singing Hills Elementary School in Elizabeth, Colorado.
		Building Trusting Relationships for School Improvement:  Implications for Principals and Teachers Brewster, C. and Railsback, J. (2003, September). By Request. Northwest Regional Educational Laboratory http://www.nwrel.org/request/2003sept/index.html This booklet addresses issues of trust between principals and teachers and among teachers themselves as an element of school improvement.  The authors draw on recent research and highlight several schools working on trust building, including a “critical friends group” established at Southridge High School in Beaverton, Oregon.
		Consensus: Arrive at Agreement…Agreeably Richardson, J. (2004, April/May). Tools for Schools. http://www.nsdc.org/library/publications/tools/tools4-04rich.cfm This document outlines a plan for developing consensus and for tackling school reform initiatives agreeably.  The process is broken into four well-defined sections:  The Preparation Phase, in which the group decides how they will work together, The Possibilities Phase, in which the group proposes as many options as possible,  the Probing Phase, in which the group discusses and eliminates options, and the Declaring Phase, in which the group ensures everyone is heard and agrees to move on to implementation.
		Taking the High Road Bond, S. (2004, April).  Principal Leadership, 4(8). http://www.principals.org/publications/pl/pl_high_road_0404.cfm One step that schools can take to improve communication is to establish a set of “operating principles” that guide how people work with one another and provide standards by which actions can be judged.  This article, by Suzanne Bond, a former high school teacher and principal and current professor at Seattle Pacific University, outlines a four-step process for the shared development of school operating principles as well as the recommended content for such plans.  Suggestions for implementation are also included.
		Listen Carefully:  Good communication skills build relationships that foster school improvement. Richardson, J.  (2002, October/November). Tools for Schools. http://www.nsdc.org/library/publications/tools/tools10-02rich.cfm This article, from the October 2002 issue of Tools for Schools, provides strategies for successful communication within a school.  Without effort in this area, the author contends, school culture cannot change because it is based on relationships built through communication.
		A Measure of Concern:  Research Based Program Aids Innovation by Addressing Teacher Concerns Holloway, K. (2003, February). Tools for Schools. http://www.nsdc.org/library/publications/tools/tools2-03holl.cfm  It is critical to any reform effort that administrators understand the concerns of their faculty before pushing forward.  Outlining a Concerns-Based Adoption Model, the article describes the seven stages of concern that educators go through when confronted with change.  The article goes on to describe ways in which administrators or staff developers can determine someone’s stage of concern as well as what can be done to address this.

Principals
Conduct a leadership assessment, evaluating the level of shared decision-making and community involvement in the school.

		Broad Creek Middle School, Carteret, NC The Real D.E.A.L. Schools http://www.governor.state.nc.us/Office/Education/_pdf/RealDeal_Booklet.pdf Broad Creek Middle School is one of eight schools honored by North Carolina Governor Mike Easley as a school that leads the state in both student achievement and teacher working conditions. Parental involvement and volunteers are an integral part of the school’s success. Volunteer programs include tutoring, mentoring and a partnership with a group of local marines.
		Interactive Case Study:  System Wide Change The George Lucas Educational Foundation.  (2003). http://glef.org/systemreform/home.html This site provides an in-depth look at the successful school reform efforts of Union City Public Schools in New Jersey.  The contents are organized around five key factors in reform: leadership, curriculum/assessment, professional development, technology, and community.  Under leadership, the authors explain how the district assessed and addressed their unique needs, in addition to describing the new curricula written by a teacher and the importance of empowering teachers and district administrators.
		Initial School Self-Evaluation Instrument North Central Regional Educational Laboratory http://www.ncrel.org/csri/respub/initial.pdf Any reform effort should be based on a firm understanding of the existing conditions within the school and community.  This tool allows users to evaluate their schools in four areas:  learning and teaching, governance and management, school improvement and professional development, and parent and community involvement.  This instrument provides an excellent starting point for any community interested in school reform.
		Leadership Folio Series:  Guiding Comprehensive School Reform Mid-Continent Research for Education and Learning.  (2000). http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment /5993TG_LeadFolio2000.pdf This resource details eight key steps to school reform in individual “folios” that include background information, role descriptions for district and school leaders, key challenges to effective implementation, and resources for further study.  Topics covered include:  research-based innovations, comprehensive design, resource allocation, evaluation, staff support, family and community involvement, external support and assistance, and professional development.
		Standards and Rubrics for School Improvement Arizona Department of Education.  (2003). http://www.ade.az.gov/schooleffectiveness/STDSRUBRIC.pdf The State of Arizona’s Department of Education has created a detailed set of rubrics that schools and communities must use to examine their improvement efforts.  These rubrics cover four standards of school improvement:  School and District Leadership, Curriculum, Instruction and Professional Development, Classroom and School Assessment, and School Culture, Climate and Communication.  Also included is an evaluation record and an action plan template.  While oriented towards Arizona’s school improvement program, these rubrics would be of value to any community interested in evaluating the improvement efforts of their schools.

Principals
Encourage teachers to fill leadership roles at the school level.

		My Mentor, Myself Kellaher, A., and Maher, J.  (2003, Fall). Journal of Staff Development, 24(4). http://www.nsdc.org/library/publications/jsd/kellaher244.cfm It is critical that schools and districts develop effective mentor programs to provide support to teachers new to the profession.  Monitoring the effectiveness of mentor programs is often difficult.  In most programs, mentors are classroom teachers who take on protégés with little additional time or salary stipend.  As a result, the quality of the mentoring experience can be questionable. This article outlines the efforts of the Prince George’s County Public Schools to provide mentors to their new teachers.  Mentors are experienced teachers who serve as full time coaches for a cohort of 10-15 new teachers.  Mentors provide support through model teaching, assisting with planning, and providing advice.  Mentors meet regularly with one another and with their protégés, focusing on issues of immediate concern.  This program could be adapted by any county looking to provide alternate career paths for experienced teachers.
		Principals who Know How to Share Leadership Alabama Best Practices Center.  (2004, Spring). http://www.bestpracticescenter.org/pdfs/wte4-1.pdf The Spring 2004 issue of "Working Toward Excellence" profiles several principals who've discovered (some late in their careers) the power of teacher leadership to revitalize teaching and learning. The issue also describes the Alabama Reading Initiative's principal coaching program, which is helping dozens of principals gain the confidence, skills and knowledge they need to lead reforms in literacy instruction.
		Redefining the Teacher as Leader Usdan, M., McCloud, B., and Podmostko, M. (2001). Institute for Educational Leadership. http://www.iel.org/programs/21st/reports/teachlearn.pdf This report examines the potential power in enabling and encouraging teacher leadership.  It discusses roadblocks to teacher leadership, shares promising practices from districts around the country, and provides a list of “Suggested Questions” that communities can use to start discussions related to teacher leadership within their districts.
		Coaching Moves Beyond the Gym:  Successful Site-Based Coaching Offers Lessons Galm, R., and Penny, G.S. (2004, Spring). Journal of Staff Development, 25(2). http://www.nsdc.org/library/publications/jsd/galm252.cfm This article from the Journal of Staff Development outlines the growing practice of using teacher-leaders within a building to provide on-going professional development and support to teachers and highlights the benefits of coaching on student achievement.  A description of five keys to developing quality coaching programs provides communities with a starting point for establishing their own site-based professional development programs.
		‘Making Our Own Road:’ The Emergence of School-Based Staff Developers in America’s Public Schools Richard, A.  (2003, May). The Edna McConnell Clark Foundation http://www.emcf.org/pdf/student_ourownroad.pdf School-based staff developers are becoming increasingly common in America’s public schools.  These professionals, often former teachers looking for an opportunity to advance within teaching, are charged with serving as instructional leaders within their buildings.  This guide from the Edna McConnell Clark Foundation outlines the role of school-based staff developers.  It provides an overview of the need for such positions, a description of the kinds of people filling school-based staff development jobs, several suggestions about the types of roles that school-based staff developers can fill within a school, and an examination of the benefits of school-based staff development programs.
		Principals’ Readiness for Reform:  A Comprehensive Approach Schiff, T.  2002, February 29). Milken Family Foundation http://www.mff.org/newsroom/news.taf?page=312 While much recent discussion has focused on the importance of principals serving as instructional leaders, a survey conducted in the fall of 2000 by the Milken Family Foundation and the National Association of Secondary School Principals revealed that principals spend less than 30% of their work week addressing the curriculum or learning environment of their schools.  The majority of their time was spent on issues related to discipline, community relations and school management.  The Milken Family Foundation sees this as an opportunity to create leadership positions for teachers interested in remaining in the classroom, but hoping for more responsibility.  This article, originally printed in the January, 2002 issue of Principal Leadership, discusses how principals can benefit by sharing responsibilities with teacher-leaders through the Teacher Advancement Program.
		The Teacher Leaders Network The Southeast Center for Teaching Quality http://www.teacherleaders.org/ This website, an initiative of the Southeast Center for Teaching Quality, provides an electronic home for educators interested in leadership.  Providing resources in areas from coaching and mentoring to NCLB and action research, this link can connect teachers to a wealth of professional resources that empower them to act as leaders in their schools.

Principals
Create efficient and effective school improvement teams representative of the entire faculty, and empower these teams to lead fundamental site-based reform.

		Brevard Elementary School, Transylvania, NC The Real D.E.A.L. Schools http://www.governor.state.nc.us/Office/Education/_pdf/RealDeal_Booklet.pdf Brevard Elementary School is one of eight schools honored by North Carolina Governor Mike Easley as a school that leads the state in both student achievement and teacher working conditions. At this school, all teachers serve on one of the school’s “priority teams” so that leadership is shared and teachers have a voice in school decision-making.
		A Handbook for School Leadership Teams Charlotte-Mecklenburg Schools.  (2004). http://www.cms.k12.nc.us/resources/documents/schoolLeadershipTeams.asp This handbook, developed by the Charlotte-Mecklenburg Schools, is a valuable tool for any school attempting to evaluate and define the work of their leadership teams.  Sections cover guidelines for the operation of school leadership teams, roles and responsibilities of members of leadership teams (including parents), the process of developing a school improvement plan, and a checklist for tracking school improvement planning.
		Making Shared Leadership Work Southwest Educational Development Laboratory.  (2000). CSRD Connections. http://www.sedl.org/csrd/connections/oct00/4.html This article highlights the experience of several principals who have successfully encouraged shared leadership within their buildings.  It outlines ways in which principals can encourage shared leadership, how leadership capacity can be developed within all staff members, and how leadership can be shared with students, parents and community members.  Developing these skills could be a significant first step in modifying the work of principals to improve student achievement.
		Sustaining School Improvement: Communication Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/ 5031TG_commfolio.pdf Breaking down these communication barriers is critical to identifying best practice within a building and focusing the efforts of an entire school community. This four-page document outlines the key elements of communication within a schoolhouse, offers strategies that school leadership teams can use to promote effective communication, provides a rubric for evaluating communication practices, and shares a ‘success story’ from Singing Hills Elementary School in Elizabeth, Colorado.
		Sustaining School Improvement:  Data Driven Decision Making Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_datafolio.pdf This document outlines the skills necessary for data-driven decision making, offers strategies that school leadership teams can use to support this process, provides a rubric for evaluating data-driven decision making within a school and shares a ‘success story’ from Jeanette Myhre Elementary School in Bismark, North Dakota.
		Sustaining School Improvement:  Professional Development Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_profdevfolio.pdf This document outlines the key elements of effective professional development programs, offers strategies that school leadership teams can use when establishing professional development programs, provides a rubric for evaluating professional development within a school and shares a ‘success story’ from Witters/Lucerne Elementary School in Thermopolis, Wyoming.
		Sustaining School Improvement: Resource Allocation Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment /5031TG_resourcefolio.pdf This document outlines the key elements of school budgeting and resource allocation, offers strategies that school leadership teams can use to monitor and support responsible resource allocation within a building, provides a rubric for evaluating resource allocation, and shares a ‘success story’ from Huntington Elementary School in Lincoln, Nebraska.
		Asking the Right Questions:  A School Change Toolkit Mid-continent Research for Education and Learning http://www.mcrel.org/toolkit/ This website encourages reflection on the effects of individual school improvement efforts on the school system as a whole.  It  outlines the predictable phases of school improvement and provides information as well as questions to ask during each step of the process that allow leaders to pause in the act of reform and think about the "big picture."
		Leadership Matters:  Building Leadership Capacity Barkley, S., Bottoms, G., Feagin, C.H., and Clark, S.  (2001).  http://www.sreb.org/main/Leadership/pubs/01V18_LeadershipMatters.pdf This guide outlines practical strategies for building leadership capacity in schools that pertain to administrators, teachers, students, parents, and the community.  It also includes a description of the importance of establishing a shared vision and a checklist that can be used to evaluate the supports that a school has in place to encourage risk-taking by teachers and administrators.
		Leading Your School Through a School Improvement Process:  Organizing a School Improvement Team School Improvement in Maryland http://www.mdk12.org/process/leading/sit.html The development of school improvement teams allows leadership within a school to be shared.  This website provides score sheets to evaluate the effectiveness of their school improvement teams in the following five areas: team building, strategic planning and follow through, leadership, data utilization and analysis, and managing change and measuring progress.

Principals
 Increase school-wide capacity to use data in decision-making.

		Data-Based Decision Making:  Resources for Educators AEL and the Council of Chief State School Officers.  (2001). http://www.ael.org/dbdm/ This site identifies key steps in data-based decision making and provides a variety of resources, including success stories from real schools, to guide educators through each step.  The six steps are: establish a school improvement team, develop a hypothesis, gather data to assess needs, use data, develop a data-based plan, and monitor progress and document sucess.
		The Toolbelt: A Collection of Data-Driven Decision-Making Tools for Educators North Central Regional Educational Laboratory http://www.ncrel.org/toolbelt/tutor.htm This website provides a variety of resources and action tools for improving schools through data-driven decision-making.  The site contains a data use primer, a searchable database of resources, a matrix of tools organized around various district needs, and a step-by-step guide to using data in school improvement efforts.

Principals
Establish a Professional Learning Community

		Sustaining School Improvement:  Professional Learning Communities Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganization Development/5031TG_proflrncommfolio.pdf This article describes the shared vision, shared leadership, and collaborative activity of professional learning communities.  The authors rate the relative effectiveness of different strategies and highlight the efforts of Lewis and Clark Middle School, in Jefferson, Missouri, to increase the level of active teaching and learning at their school.
		Building a Professional Learning Community Toolkit Eisenhower National Clearinghouse and the National Staff Development Council http://www.enc.org/professional/guide/foundation/community/ This site provides an outline of the process involved in establishing a Professional Learning Community and links to articles written by leading advocates of the model, which are accompanied by a discussion and reflection tool.
		Launching Professional Learning Communities:  Beginning Actions Southwest Educational Development Laboratory.  (2000). http://www.sedl.org/change/issues/issues81/welcome.html This tool provided by SEDL outlines the efforts and steps taken by several schools in the Southwest to establish professional learning communities.  It focuses on the initial steps necessary for ensuring that the implementation of the PLC model will result in fundamental change.
		Creating a Professional Learning Community: Cottonwood Creek School Hoard, S.M. and Rutherford, W.L. (2001). Issues about Change, 6(2). http://www.sedl.org/change/issues/issues62/welcome.html Cottonwood Creek Elementary School is a K-5 building located in the Southwest.  In the late 1990’s, Cottonwood Creek began to move towards establishing itself as a professional learning community.  Their intent was to partner with a local university in creating a community of learners with a shared vision.  This case study, based on interviews with teachers, administrators, school leaders and community members, documents Cottonwood’s efforts and provides valuable insight into the process of creating a professional learning community.
		Multiple Mirrors:  Reflections on the Creation of Professional Learning Communities Hoard, S.M. (2000). Southwest Educational Development Laboratory. http://www.sedl.org/pubs/cha97/ This website shares seven “stories” from administrators and teacher leaders related to the creation of professional learning communities in schools across the Southwest.

Principals
Develop trusting relationships with teachers based on open communication.

		Sustaining School Improvement: Communication Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/ 5031TG_commfolio.pdf Breaking down these communication barriers is critical to identifying best practice within a building and focusing the efforts of an entire school community. This four-page document outlines the key elements of communication within a schoolhouse, offers strategies that school leadership teams can use to promote effective communication, provides a rubric for evaluating communication practices, and shares a ‘success story’ from Singing Hills Elementary School in Elizabeth, Colorado.
		Building Trusting Relationships for School Improvement:  Implications for Principals and Teachers Brewster, C. and Railsback, J. (2003, September). By Request. Northwest Regional Educational Laboratory http://www.nwrel.org/request/2003sept/index.html This booklet addresses issues of trust between principals and teachers and among teachers themselves as an element of school improvement.  The authors draw on recent research and highlight several schools working on trust building, including a “critical friends group” established at Southridge High School in Beaverton, Oregon.
		Consensus: Arrive at Agreement…Agreeably Richardson, J. (2004, April/May). Tools for Schools. http://www.nsdc.org/library/publications/tools/tools4-04rich.cfm This document outlines a plan for developing consensus and for tackling school reform initiatives agreeably.  The process is broken into four well-defined sections:  The Preparation Phase, in which the group decides how they will work together, The Possibilities Phase, in which the group proposes as many options as possible,  the Probing Phase, in which the group discusses and eliminates options, and the Declaring Phase, in which the group ensures everyone is heard and agrees to move on to implementation.
		Taking the High Road Bond, S. (2004, April).  Principal Leadership, 4(8). http://www.principals.org/publications/pl/pl_high_road_0404.cfm One step that schools can take to improve communication is to establish a set of “operating principles” that guide how people work with one another and provide standards by which actions can be judged.  This article, by Suzanne Bond, a former high school teacher and principal and current professor at Seattle Pacific University, outlines a four-step process for the shared development of school operating principles as well as the recommended content for such plans.  Suggestions for implementation are also included.
		Listen Carefully:  Good communication skills build relationships that foster school improvement. Richardson, J.  (2002, October/November). Tools for Schools. http://www.nsdc.org/library/publications/tools/tools10-02rich.cfm This article, from the October 2002 issue of Tools for Schools, provides strategies for successful communication within a school.  Without effort in this area, the author contends, school culture cannot change because it is based on relationships built through communication.
		A Measure of Concern:  Research Based Program Aids Innovation by Addressing Teacher Concerns Holloway, K. (2003, February). Tools for Schools. http://www.nsdc.org/library/publications/tools/tools2-03holl.cfm  It is critical to any reform effort that administrators understand the concerns of their faculty before pushing forward.  Outlining a Concerns-Based Adoption Model, the article describes the seven stages of concern that educators go through when confronted with change.  The article goes on to describe ways in which administrators or staff developers can determine someone’s stage of concern as well as what can be done to address this.

Principals
Create communication systems that are efficient and easy to access.

		Creating Online Surveys Hobgood, B.  (2002, May). The North Carolina Teachers Network http://www.learnnc.org/index.nsf/doc/timesaver0409?OpenDocument The development of a shared vision is critical to a school’s success.  Creating this vision takes input from all stakeholders in the school community, and online surveys provide an easy way for administrators to receive this feedback.  This article outlines the advantages of online surveys and provides a link to Zoomerang, a popular and free online survey tool.
		Discuss it with Discussion Boards and Forums Hobgood, B. (2003, April). The North Carolina Teachers Network http://www.learnnc.org/Index.nsf/doc/timesaver0509?OpenDocument Electronic discussion boards and discussion forums are an increasingly powerful tool for generating feedback and developing a shared vision in schools because they allow for participants to share input about particular topics from different places at different times.  This article outlines the various uses for discussion boards and provides links to free web-based discussion board services.

District Office
Restructure the principalship, allowing administrators more time to serve as instructional leaders. Provide tools to support administrators engaged in fundamental school reform.

		Reinventing Education Change Toolkit IBM (2002). http://www.reinventingeducation.org/RE3Web This toolkit, provided free of charge to anyone working in K-12 education, is designed to help school and district leaders to guide the school reform process.  The toolkit can be used to diagnose an environment for change, collaborate with members of a school change team, read real-life vignettes from education colleagues, plan a change initiative, and connect with educators worldwide.
		Lost Luster:  Redesigning the Principalship Could Have a Positive Impact on the Pipeline Supply Pounder, D.G., and Merrill, J.  (2001, November). The School Administrator http://www.aasa.org/publications/sa/2001_11/pounder.htm The demands of leading a school are taking a toll on the pool of qualified candidates interested in seeking a principalship.  This article from the American Association of School Administrators examines the concerns most frequently mentioned by administrative candidates and provides suggestions for redesigning the work of a principal to make the role more manageable and appealing.  Specifically addressed are the issues of time, accountability and shared leadership.
		Principals:  So Much to Do, So Little Time  Archer, J. (2002, April 17).Education Week. http://www.edweek.org/ew/ewstory.cfm?slug=31naesp.h21 This article highlights a discussion about the expanding role of the principal that took place at the annual convention of the National Association of Elementary School Principals.   Principals discuss the increasing services schools offer to their communities, the challenges of meeting the needs of special education students and those who do not come to school prepared to learn, and the difficulty of finding time for professional development.
		Rethinking the Principalship. Lashway, L.  (2002, Spring). Research Roundup, 18(3). http://eric.uoregon.edu/publications/roundup/Spring_2002.html This research brief outlines the changing understanding of the principalship.  It describes and provides links to five current studies/articles on the role of the principal that emphasize redefining that work.
		Rolling Up Their Sleeves:  Superintendents and Principals Talk About What’s Needed to Fix Public Schools Public Agenda.  (2003). http://www.publicagenda.org/specials/rollingup/rollingup.htm This report from Public Agenda and the Wallace Foundation surveyed school leaders about the challenges they face in their jobs.  The site describes eight findings on topics ranging from NCLB to the importance of highly qualified school leaders and offers a forum for readers to engage in discussion about the findings.

District Office
Emphasize that shared leadership, empowering teachers, and creating communities of learners are core district values. Provide resources for schools and principals that will support shared leadership and teacher empowerment.

		Brevard Elementary School, Transylvania, NC The Real D.E.A.L. Schools http://www.governor.state.nc.us/Office/Education/_pdf/RealDeal_Booklet.pdf Brevard Elementary School is one of eight schools honored by North Carolina Governor Mike Easley as a school that leads the state in both student achievement and teacher working conditions. At this school, all teachers serve on one of the school’s “priority teams” so that leadership is shared and teachers have a voice in school decision-making.
		Creating a Professional Learning Community: Cottonwood Creek School Hoard, S.M. and Rutherford, W.L. (2001). Issues about Change, 6(2). http://www.sedl.org/change/issues/issues62/welcome.html Cottonwood Creek Elementary School is a K-5 building located in the Southwest.  In the late 1990’s, Cottonwood Creek began to move towards establishing itself as a professional learning community by partnering with a local university to create a community of learners with a shared vision.  This case study, based on interviews with teachers, administrators, school leaders and community members, documents Cottonwood’s efforts and provides valuable insight into the process of creating a professional learning community.
		Interactive Case Study:  System Wide Change The George Lucas Educational Foundation.  (2003). http://glef.org/systemreform/home.html This site provides an in-depth look at the successful school reform efforts of Union City Public Schools in New Jersey.  The contents are organized around five key factors in reform: leadership, curriculum/assessment, professional development, technology, and community.  Under leadership, the authors explain how the district assessed and addressed their unique needs, in addition to describing the new curricula written by a teacher and the importance of empowering teachers and district administrators.
		Launching Professional Learning Communities:  Beginning Actions Southwest Educational Development Laboratory.  (2000). http://www.sedl.org/change/issues/issues81/welcome.html This tool provided by SEDL outlines the efforts and steps taken by several schools in the Southwest to establish professional learning communities.  It focuses on the initial steps necessary for ensuring that the implementation of the PLC model will result in fundamental change.
		Multiple Mirrors:  Reflections on the Creation of Professional Learning Communities Hoard, S.M. (2000). Southwest Educational Development Laboratory. http://www.sedl.org/pubs/cha97/ This website shares seven “stories” from administrators and teacher leaders related to the creation of professional learning communities in schools across the Southwest.
		Principals who Know How to Share Leadership Alabama Best Practices Center.  (2004, Spring). http://www.bestpracticescenter.org/pdfs/wte4-1.pdf The Spring 2004 issue of "Working Toward Excellence" profiles several principals who've discovered (some late in their careers) the power of teacher leadership to revitalize teaching and learning. The issue also describes the Alabama Reading Initiative's principal coaching program, which is helping dozens of principals gain the confidence, skills and knowledge they need to lead reforms in literacy instruction.
		Sustaining School Improvement:  Professional Learning Communities Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganization Development/5031TG_proflrncommfolio.pdf This article describes the shared vision, shared leadership, and collaborative activity of professional learning communities.  The authors rate the relative effectiveness of different strategies and highlight the efforts of Lewis and Clark Middle School, in Jefferson, Missouri, to increase the level of active teaching and learning at their school.
		What it Takes:  10 Capacities for Initiating and Sustaining School Improvement The Northeast and Islands Regional Educational Laboratory.  (2000).  http://www.alliance.brown.edu/pubs/ten_cap/10_Capacities.pdf This guidebook outlines 10 specific capacities that schools must develop in order to initiate and sustain school improvement.  Capacities include:  enhancing energy flow among staff, creating structures for decentralized decision making, making structural changes and orchestrating resources.  Designed to promote discussion and reflection, the guidebook contains focusing questions at the end of each section that help school leaders to identify their strengths and weaknesses within each strategy.  It also includes a case study of an elementary school in Boston, MA that has successfully used these processes to improve.
		Building a Professional Learning Community Toolkit Eisenhower National Clearinghouse and the National Staff Development Council http://www.enc.org/professional/guide/foundation/community/ This site provides an outline of the process involved in establishing a Professional Learning Community and links to articles written by leading advocates of the model, which are accompanied by a discussion and reflection tool.
		Leading Your School Through a School Improvement Process:  Organizing a School Improvement Team School Improvement in Maryland http://www.mdk12.org/process/leading/sit.html The development of school improvement teams allows leadership within a school to be shared.  This website provides score sheets to evaluate the effectiveness of their school improvement teams in the following five areas: team building, strategic planning and follow through, leadership, data utilization and analysis, and managing change and measuring progress.
		Research-Based Strategies to Achieve High Standards:  A Guidebook on School-Wide Improvement WestEd http://www.wested.org/csrd/guidebook/toc.htm With this resource, WestEd aims to provide a comprehensive guide to school improvement.  It describes the different stages of the school improvement process, listing detailed instructions and guiding questions throughout.  The authors also include a collection of "tools and activities," which range from a self-assessment guide to a data sources checklist, and profiles of successful schools.

District Office
Create opportunities for teachers to fill leadership roles in schools.

		My Mentor, Myself Kellaher, A., and Maher, J.  (2003, Fall). Journal of Staff Development, 24(4). http://www.nsdc.org/library/publications/jsd/kellaher244.cfm It is critical that schools and districts develop effective mentor programs to provide support to teachers new to the profession.  Monitoring the effectiveness of mentor programs is often difficult.  In most programs, mentors are classroom teachers who take on protégés with little additional time or salary stipend.  As a result, the quality of the mentoring experience can be questionable. This article outlines the efforts of the Prince George’s County Public Schools to provide mentors to their new teachers.  Mentors are experienced teachers who serve as full time coaches for a cohort of 10-15 new teachers.  Mentors provide support through model teaching, assisting with planning, and providing advice.  Mentors meet regularly with one another and with their protégés, focusing on issues of immediate concern.  This program could be adapted by any county looking to provide alternate career paths for experienced teachers.
		Redefining the Teacher as Leader Usdan, M., McCloud, B., and Podmostko, M. (2001). Institute for Educational Leadership. http://www.iel.org/programs/21st/reports/teachlearn.pdf This report examines the potential power in enabling and encouraging teacher leadership.  It discusses roadblocks to teacher leadership, shares promising practices from districts around the country, and provides a list of “Suggested Questions” that communities can use to start discussions related to teacher leadership within their districts.
		Coaching Moves Beyond the Gym:  Successful Site-Based Coaching Offers Lessons Galm, R., and Penny, G.S. (2004, Spring). Journal of Staff Development, 25(2). http://www.nsdc.org/library/publications/jsd/galm252.cfm This article from the Journal of Staff Development outlines the growing practice of using teacher-leaders within a building to provide on-going professional development and support to teachers and highlights the benefits of coaching on student achievement.  A description of five keys to developing quality coaching programs provides communities with a starting point for establishing their own site-based professional development programs.
		‘Making Our Own Road:’ The Emergence of School-Based Staff Developers in America’s Public Schools Richard, A.  (2003, May). The Edna McConnell Clark Foundation http://www.emcf.org/pdf/student_ourownroad.pdf School-based staff developers are becoming increasingly common in America’s public schools.  These professionals, often former teachers looking for an opportunity to advance within teaching, are charged with serving as instructional leaders within their buildings.  This guide from the Edna McConnell Clark Foundation outlines the role of school-based staff developers.  It provides an overview of the need for such positions, a description of the kinds of people filling school-based staff development jobs, several suggestions about the types of roles that school-based staff developers can fill within a school, and an examination of the benefits of school-based staff development programs.
		Principals’ Readiness for Reform:  A Comprehensive Approach Schiff, T.  (2002, February 29). Milken Family Foundation http://www.mff.org/newsroom/news.taf?page=312 While much recent discussion has focused on the importance of principals serving as instructional leaders, a survey conducted in the fall of 2000 by the Milken Family Foundation and the National Association of Secondary School Principals revealed that principals spend less than 30% of their work week addressing the curriculum or learning environment of their schools.  The majority of their time was spent on issues related to discipline, community relations and school management.  The Milken Family Foundation sees this as an opportunity to create leadership positions for teachers interested in remaining in the classroom, but hoping for more responsibility.  This article, originally printed in the January, 2002 issue of Principal Leadership, discusses how principals can benefit by sharing responsibilities with teacher-leaders through the Teacher Advancement Program.
		The Teacher Leaders Network The Southeast Center for Teaching Quality http://www.teacherleaders.org/ This website, an initiative of the Southeast Center for Teaching Quality, provides an electronic home for educators interested in leadership.  Providing resources in areas from coaching and mentoring to NCLB and action research, this link can connect teachers to a wealth of professional resources that empower them to act as leaders in their schools.
		What is the Teacher Advancement Program Milken Family Foundation http://www.mff.org/tap/tap.taf?page=whatistap Recognizing that American schools were failing to attract and retain highly qualified teachers to their classrooms, the Milken Family Foundation developed a program known as the Teacher Advancement Program (TAP) to increase teaching quality in schools.  The program outlines three career positions teachers advance through while staying in the classroom: career, mentor, and master teacher.  It restructures the school day to provide teachers time for professional learning and collaboration and rewards teachers with a performance-based compensation system.  The website also lists states with TAP schools and provides answers to frequently asked questions about the program.

District Office
Emphasize that data-based decision-making is a core expectation of the district. Provide resources that help schools to become proficient at the use of data in decision-making.

		Data-Based Decision Making:  Resources for Educators AEL and the Council of Chief State School Officers.  (2001). http://www.ael.org/dbdm/ This site identifies key steps in data-based decision making and provides a variety of resources, including success stories from real schools, to guide educators through each step.  The six steps are: establish a school improvement team, develop a hypothesis, gather data to assess needs, use data, develop a data-based plan, and monitor progress and document sucess.
		Data-Driven Schools Create Their Own Accountability Working Toward Excellence (2002, Summer) The Alabama Best Practices Center. http://www.bestpracticescenter.org/pdfs/wte2-3.pdf This article outlines the importance of using data to drive school reform efforts and provides case studies of two schools who have made data analysis a part of their school culture.  It also includes a visual representation of how data-driven schools function and several web links to valuable resources related to the topic of data driven instruction.
		Sustaining School Improvement:  Data Driven Decision Making Mid-continent Research for Education and Learning.  (2003).  http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_datafolio.pdf This document outlines the skills necessary for data-driven decision making, offers strategies that school leadership teams can use to support this process, provides a rubric for evaluating data-driven decision making within a school and shares a ‘success story’ from Jeanette Myhre Elementary School in Bismark, North Dakota.
		The Toolbelt: A Collection of Data-Driven Decision-Making Tools for Educators North Central Regional Educational Laboratory http://www.ncrel.org/toolbelt/tutor.htm This website provides a variety of resources and action tools for improving schools through data-driven decision-making.  The site contains a data use primer, a searchable database of resources, a matrix of tools organized around various district needs, and a step-by-step guide to using data in school improvement efforts.

District Office
Provide administrators support in understanding the nature of organizational change.

		Mentoring the Organization:  Helping Principals Bring Schools to Higher Levels of Effectiveness Kelehear, Z.  (2003, December).  NASSP Bulletin, 87(637), 35-47. http://www.principals.org/publications/bulletin/bltn_1203_kelehear.cfm Anytime a school begins a reform effort, communication with teachers, parents and other community members becomes a central responsibility of the building administrator.  Another central responsibility is to understand the levels of stress and the receptiveness of community members to proposed changes.  This article helps administrators identify the climate within their schools during reform efforts and details the predictable stages that teachers and community members will go through as change is implemented.  Using the ideas presented in this article, administrators “can construct a prescriptive strategy for successful organizational change.”
		What You Can Do To Improve Your School Ouchi, W.  (2003).  Policy Perspectives. http://www.wested.org/online_pubs/pp-03-03.pdf This article written by William Ouchi, UCLA management professor and advisor to the California Secretary of Education, outlines seven rules of change that school and district leaders must address when working towards reform.

Policymakers
Examine the potential in funding building manager or “Co-Principal” positions for every school. Create teacher leadership positions designed to ease time constraints on administrators.

		My Mentor, Myself Kellaher, A., and Maher, J.  (2003, Fall). Journal of Staff Development, 24(4). http://www.nsdc.org/library/publications/jsd/kellaher244.cfm It is critical that schools and districts develop effective mentor programs to provide support to teachers new to the profession.  Monitoring the effectiveness of mentor programs is often difficult.  In most programs, mentors are classroom teachers who take on protégés with little additional time or salary stipend.  As a result, the quality of the mentoring experience can be questionable. This article outlines the efforts of the Prince George’s County Public Schools to provide mentors to their new teachers.  Mentors are experienced teachers who serve as full time coaches for a cohort of 10-15 new teachers.  Mentors provide support through model teaching, assisting with planning, and providing advice.  Mentors meet regularly with one another and with their protégés, focusing on issues of immediate concern.  This program could be adapted by any county looking to provide alternate career paths for experienced teachers.
		Redefining the Teacher as Leader Usdan, M., McCloud, B., and Podmostko, M. (2001). Institute for Educational Leadership. http://www.iel.org/programs/21st/reports/teachlearn.pdf This report examines the potential power in enabling and encouraging teacher leadership.  It discusses roadblocks to teacher leadership, shares promising practices from districts around the country, and provides a list of “Suggested Questions” that communities can use to start discussions related to teacher leadership within their districts.
		Coaching Moves Beyond the Gym:  Successful Site-Based Coaching Offers Lessons Galm, R., and Penny, G.S. (2004, Spring). Journal of Staff Development, 25(2). http://www.nsdc.org/library/publications/jsd/galm252.cfm This article from the Journal of Staff Development outlines the growing practice of using teacher-leaders within a building to provide on-going professional development and support to teachers and highlights the benefits of coaching on student achievement.  A description of five keys to developing quality coaching programs provides communities with a starting point for establishing their own site-based professional development programs.
		Lost Luster:  Redesigning the Principalship Could Have a Positive Impact on the Pipeline Supply Pounder, D.G., and Merrill, J.  (2001, November). The School Administrator http://www.aasa.org/publications/sa/2001_11/pounder.htm The demands of leading a school are taking a toll on the pool of qualified candidates interested in seeking a principalship.  This article from the American Association of School Administrators examines the concerns most frequently mentioned by administrative candidates and provides suggestions for redesigning the work of a principal to make the role more manageable and appealing.  Specifically addressed are the issues of time, accountability and shared leadership.
		‘Making Our Own Road:’ The Emergence of School-Based Staff Developers in America’s Public Schools Richard, A.  (2003, May). The Edna McConnell Clark Foundation http://www.emcf.org/pdf/student_ourownroad.pdf School-based staff developers are becoming increasingly common in America’s public schools.  These professionals, often former teachers looking for an opportunity to advance within teaching, are charged with serving as instructional leaders within their buildings.  This guide from the Edna McConnell Clark Foundation outlines the role of school-based staff developers.  It provides an overview of the need for such positions, a description of the kinds of people filling school-based staff development jobs, several suggestions about the types of roles that school-based staff developers can fill within a school, and an examination of the benefits of school-based staff development programs.
		Principals’ Readiness for Reform:  A Comprehensive Approach Schiff, T.  (2002, February 29). Milken Family Foundation http://www.mff.org/newsroom/news.taf?page=312 While much recent discussion has focused on the importance of principals serving as instructional leaders, a survey conducted in the fall of 2000 by the Milken Family Foundation and the National Association of Secondary School Principals revealed that principals spend less than 30% of their work week addressing the curriculum or learning environment of their schools.  The majority of their time was spent on issues related to discipline, community relations and school management.  The Milken Family Foundation sees this as an opportunity to create leadership positions for teachers interested in remaining in the classroom, but hoping for more responsibility.  This article, originally printed in the January, 2002 issue of Principal Leadership, discusses how principals can benefit by sharing responsibilities with teacher-leaders through the Teacher Advancement Program.
		Rethinking the Principalship. Lashway, L.  (2002, Spring). Research Roundup, 18(3). http://eric.uoregon.edu/publications/roundup/Spring_2002.html This research brief outlines the changing understanding of the principalship.  It describes and provides links to five current studies/articles on the role of the principal that emphasize redefining that work.
		The Teacher Leaders Network The Southeast Center for Teaching Quality http://www.teacherleaders.org/ This website, an initiative of the Southeast Center for Teaching Quality, provides an electronic home for educators interested in leadership.  Providing resources in areas from coaching and mentoring to NCLB and action research, this link can connect teachers to a wealth of professional resources that empower them to act as leaders in their schools.
		What is the Teacher Advancement Program Milken Family Foundation http://www.mff.org/tap/tap.taf?page=whatistap Recognizing that American schools were failing to attract and retain highly qualified teachers to their classrooms, the Milken Family Foundation developed a program known as the Teacher Advancement Program (TAP) to increase teaching quality in schools.  The program outlines three career positions teachers advance through while staying in the classroom: career, mentor, and master teacher.  It restructures the school day to provide teachers time for professional learning and collaboration and rewards teachers with a performance-based compensation system.  The website also lists states with TAP schools and provides answers to frequently asked questions about the program.

Policymakers
Design a set of standards for school improvement that define actions of schools focused on student achievement.

Standards and Rubrics for School Improvement Arizona Department of Education.  (2003). http://www.ade.az.gov/schooleffectiveness/STDSRUBRIC.pdf The State of Arizona’s Department of Education has created a detailed set of rubrics that schools and communities must use to examine their improvement efforts.  These rubrics cover four standards of school improvement:  School and District Leadership, Curriculum, Instruction and Professional Development, Classroom and School Assessment, and School Culture, Climate and Communication.  Also included is an evaluation record and an action plan template.  While oriented towards Arizona’s school improvement program, these rubrics would be of value to any community interested in evaluating the improvement efforts of their schools.

Policymakers
Use data to set clear expectations and benchmarks for student achievement.

		Improving School Board Decision Making: The Data Connection Linda Dawson http://www.schoolboarddata.org/index.htm This site contains training tools, PowerPoint presentations, and quizzes designed to introduce school board members to using data to make good decisions. The site also highlights the activities of school boards in specific communities and provides links to additional resources on how to use data effectively.
		Data-Driven Schools Create Their Own Accountability Working Toward Excellence (2002, Summer) The Alabama Best Practices Center. http://www.bestpracticescenter.org/pdfs/wte2-3.pdf This article outlines the importance of using data to drive school reform efforts and provides case studies of two schools who have made data analysis a part of their school culture.  It also includes a visual representation of how data-driven schools function and several web links to valuable resources related to the topic of data driven instruction.

Policymakers
Engage in facilitated conversations with the community that examine the work of the principal.

		Making the Connection:  A Policymaker’s Guide to Participating in a Community Dialogue on Education Guzman, J., Mutchler, S., Pan, D., and Pollard, J.  (2000). Southwest Educational Development Laboratory. http://www.sedl.org/pubs/policy92/policy92.pdf This guide describes the purpose of community dialogues about education and the unique benefits of such discussion for policymakers and the community.  The authors provide a description of different roles for participants, discussion ground rules, and advice on how to make the most of participation both during and after the dialogue.
		Calling the Role:  Study Circles for Better Schools Pan, D.T. and Mutchler, S.E. (2000).  The Southwest Educational Development Laboratory http://www.sedl.org/pubs/policy96/callingrole.pdf Engaging policymakers in conversations with community members related to school issues is critical for communities interested in school reform.  Many have advocated for the implementation of community study circles as a strategy for engagement.  This policy research report released by SEDL in 2000 discusses the potential of the study circles method to enhance communication between policymakers and the community.  The authors describe SEDL's implementation of the study circles model in their "Calling the Role" program, review literature pertaining to deliberative dialogues, and discuss policymakers' perceptions of the process.