DOCUMENT RESUME ED 359 617 TITLE …DOCUMENT RESUME ED 359 617 EA 025 050 TITLE The Superintendents' Leadership Role in School-Based Improvement, Year II: Documentation of Colloquia

DOCUMENT RESUME

ED 359 617 EA 025 050

TITLE The Superintendents' Leadership Role in School-BasedImprovement, Year II: Documentation of Colloquia ofthe 1991-1992 School Based Improvement Project.

INSTITUTION Massachusetts Association of School Superintendents,Boston.; Massachusetts State Dept. of Education,Quincy. Office of Community Education.

PUB DATE 92NOTE 45p.; For a report on the first year of the project,

see EA 025 049.PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.)

(120) Collected Works Conference Proceedings(021) Guides - Non-Classroom Use (055)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Administrator Effectiveness; *Administrator Role;

Educational Change; Elementary Secondary Education;*Leadership; Organizational Change; *ProfessionalDevelopment; *School Based Management;*Superintendents

IDENTIFIERS *Massachusetts

ABSTRACT

The School-Based Improvement Project (SBIP) is acooperative venture between the Office of Community Education of theMassachusetts Department of Education and the MassachusettsAssociation of School Superintendents (MASS). SRI? is a multiyearprofessional-development initiative designed to improve theleadership of superintendents who are engaged in school restructuringand school-based management efforts. SBIP has four major components:a colloquium series; support groups; peer coaching programs; andonsite leadership laboratories. This document highlights thepresentations and workshops delivered during 1991-92 colloquiumseries, which engaged participants in large- and small-group sessionsand roundtable interactions. Major themes of the colloquium included:(1) leadership and professionalism; (2) differentiating leadershipand management; (3) self-management and leadership; and (4)curriculum reform and the implications for superintendents. Theappendix lists advisory committee members. (LMI)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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THE SUPERINTENDENTS' LEADERSHIP ROLE INSCHOOL-BASED IMPROVEMENT

YEAR II

Documentation of Colloquia of the 1991-1992

SCHOOL-BASED IMPROVEMENT PROJECT

U.S. DEPARTMENT Of EDUCATIONOf Ice of Educe AN! Rarca and Irnaro mEDUCATIONAL. RESOURCES INFORMATION

CENTER (ERIC)

document bee been rttfooducd,cmed from III. Dotson or oroarezebononomatIng a

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TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Office of Community EducationMassachusetts Department of Education

Massachusetts Association of School Superintendents

BEST COPY AVAILABLE

2

MASSACHUSETTSBOARD OF EDUCATION

Martin S. Kaplan, Chairperson, NewtonWilliam K. Irwin, Jr., Vice -Chairperson, Wilmington

Ms. Eleanor W. Bliss, WestfieldMr. John J. Gould, BostonDr. Jerome H. Grossman, Chestnut HillDr. Madelaine S. Marquez, AmherstMr. S. Paul Reville, WorcesterDr. Richard R. Rowe, BelmontRev. Michael W. Walker, BrocktonDr. Joan Wallace-Benjamin, Boston

Ex OfficiisVoting Privileges

John D. Cashman, MarbleheadChairperson, Student Advisory Council

Dr. Piedad Robertson, Secretary, Executive Office of Education

Non-Voting Privileges

Paul G. Marks, ChancellorHigher Education Coordinating Council

Dr. Robert V. Antonucci, Commissionerand Secretary to the Board of Education

Office of Community EducationSusan Freedman, DirectorBarbara Aschheim, Community Education SpecialistRoss Zerchykov, Community Education Specialist

The Masssachusetts Department of Education ensures equal employment/educationalopportunities/affirmative action regardless of race, color, creed, national origin or sex, incompliance with Title IX, or handicap, in compliance with section 504.

Publication No. 17168-35-3000-8/92-.02ppApproved by Philmore Anderson, III, State Purchasing Agent

The Superintendents' Leadership Role inSchool-Based Improvement

YEAR II

Documentation of Colloquia of the 1991-1992School-Based Improvement Project

December 11 and 12, 1991

April 3, 1992

May 21, 1992

co-sponsored by


Massachusetts Association of School Superintendents

developed by


Susan Freedman, DirectorBarbara Aschheim, Community Education Specialist

Ross Zerchykov, Community Education Specialist

This publication has been made possible, in part, through a generous contribution from theMassachusetts Electric Company

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TABLE OF CONTENTS

INTRODUCTION

I. LEADERSHIP AND PROFESSIONALISM

o Thomas J. SergiovanniLeadership: Do We Really Need It?

o Panel of ResponseKarla Baehr Deletis, WellesleyPaul Jennings, WilliamstownPeter Negroni, SpringfieldJoseph Rappa, Attleboro

o Vito PerroneReinventing the School

II. DIFFERENTIATING LEADERSHIP AND MANAGEMENT

o John KotterDeveloping Leadership In Others

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1

3

5

8

10

13

o Panel 18Building Leadership through Professional Development

Katherine Kussy, EasthamptonPeter Holland, BelmontDavid Crisafulli, Mendon-UptonIrwin Blunter, Newton

III. SELF-MANAGEMENT AND LEADERSHIP

o J. Richard HackmanOrganizational Self-Managmeent and the Administration of School Systems

o David SouthworthLessons on TQM

o PanelReflections on the Carnegie School Experience

Margot desJardins, WestportThomas Consolati, Southern Berkshire RegionalRobert Munnelly, ReadingGwen Van Dorp, Hampden

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23

26

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IV. CURRICULUM REFORM AND THE IMPLICATIONS FORSUPERINTENDENTS

o Willard DaggettCurriculum Reform that Addresses America's Societal and Industrial Change

o Laurence RoweOutcomes Based Planning for School Improvement

APPENDIX

SBIP Advisory Committee Members

INTRODUCTION

The School-Based Improvement Project (SBIP) is a joint venture of the Office of CommunityEducation of the Massachusetts Department of Education and the Massachusetts Associationof School Superintendents (MASS). SBIP is a multi-year professional development initiativethat is providing 95 competitively selected public school superintendents with enhanced skillsand knowledge that are enabling them to be effective leaders in promoting educationalrestructuring and school-based management in their school systems.

The School-Based Improvement Project is an outgrowth of a series of Working Meetings, heldin 1989 and 1990, that were attended by over 150 school superintendents from across Massachu-setts. These meetings, co-sponsored by the Department of Education and MASS, explored therole of superintendents in school restructuring. Attendees concluded, based on their own expe-riences and national research and literature, that while the individual school is the locus ofchange and improvement, it is the district that provides the context for change. Superintendentsconcurred that school-based management and decentralization required more, not less, leader-ship from superintendents and that this leadership called for new skills, attitudes, and behaviorsfrom superintendents.

SBIP was developed in response to superintendents' requests for information and support onschool-based improvement and has received funding from the Geraldine R. Dodge Foundationand private sector contributors. Focus and direction for SBIP has been provided to the Officeof Community Education of the Massachusetts Department of Education and MASS by anactive Advisory Committee comprised of superintendents, principals, teachers, higher educa-tion representatives, educational researchers, and Department staff. This Committee contrib-utes to the design and ongoing programmatic decisions of SBIP and has provided invaluable per-spectives, wisdom, and referrals that have greatly contributed to the strength and responsivenessof the project. A listing of the Advisory Committee can be found in Appendix A.

SBIP Design

SBIP is designed with four major components:

o Colloquia SeriesEach year, SBIP superintendents, participate in a two-day residential Colloquium and twoone-day Colloquia that help to expand their skills and knowledge regarding educationalrestructuring. These Colloquia sessions are also building a strong network of restructuringpractitioners. Speakers and presenters at these sessions includestate and national expertsfrom graduate schools of business and of education as well as superintendents' colleaguesfrom other states who are implementing major restructuring initiatives. An earlierpublica-tion, The Superintendents' Leadership Role in School-Based Improvement, documents the1990-1991 Colloquia Program. This publication highlights the presentations and workshopsthat comprised the 1991 - 1992 Colloquia.

o Peer-Coaching ProgramFourteen pairs of superintendents have formed peer-coaching partnerships through whichthey are providing one-on-one assistance to each other on issues related to their restructuringefforts.

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o Support GroupsAt their option, superintendents with similar interests or who are in close proximity joinsupport groups to engage in problem solving and mutual consultation on the implementa-tion of restructuring. One support group, for example, consists of superintendents fromschool systems that have Carnegie Schools and is united by a common concern for how todiffuse the learning from the Carnegie School to otherschools in the district. Supportgroups are led by an SBIP superintendent and establish their own agenda, goals, andmeeting schedule.

o Leadership SitesFour school districts, whose superintendents are participating in SBIP, were competitivelyselected to serve as laboratories that produce field-tested models of replicable practices thatpromote effective school-based management. These sites are engaging in guided actionresearch as they implement restructuring plans and are receiving technical assistance andsupport from organizational development and educational consultants.

Documentation of the Colloquia Series

This documentation of the 1991-1992 Colloquium Series highlights the presentations, work-shops, and panels delivered in a two-day residential colloquium in December, 1991, and twoone-day colloquia in April and May, 1992.

These presentations have been organized into four major strands:

o Leadership and Professionalism

o Differentiating Leadership and Management

o Self-Management and Leadership

o Curriculum Reform and the Implications for Superintendents

This documentation is offered to enable school superintendents and others an opportunity tobenefit from the wisdom and insights of the presentations and to encourage educational leadersto examine their own approaches to leadership and restructuring.

Acknowledgments

We are very grateful to the 95 superintendents who are participating in SBIP for their enthusi-asm and for their commitment to ensuring that SBIP continues to advance the movementof restructuring. Superintendents have been very generous with their feedback on SBIP pro-gramming and have made significant contributions to its direction and focus.

We also thank Virginia DeMello and Louise Lunde for their patience in developing successivedrafts of this documentation.

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I. LEADERSHIP AND PROFESSIONALISM

9

SCHOOL-BASED IMPROVEMENT PROJECT YEAR II -1992 -1993

LEADERSHIP: DO WE REALLY NEED IT?

THOMAS J. SERGIOVANNI, Lillian RadfordDistinguished Professor of Education, TrinityUniversity, San Antonio, Texas

THEMES

There will be no change in our practice unlessthere is change in our theory.

Educators should comprise a community in whichcompetence and virtue make one a professional.

HIGHLIGHTS

We are in an era of reform and will not be enteringthe next millennium without change. In Tales of ATraveller, Washington Irving says, "There is acertain relief in change, even if it is from bad toworse." We can all relate to this sentiment. Justthink of a long car or plane ride. We shift our po-sition if only to be bruised in a new place.

We will only be successful if these changes helpteachers to be more effective. School-based man-agement is a good example. States, such as Texasand New York, are legislating school-based man-agement. Is school-based management a meansor an end?

In Texas, year round schooling is getting a greatdeal of attention. In Japan, 30 days of the schoolyear are used to visit national shrines, participatein festivals, and other special events. If we extendthe school year and do not change what or how weare teaching, the added days will not make any dif-ference.

Total Quality Management is another example.While TQM has many valuable ideas that have ap-plications to schools, it may be more valuable tobring teachers together to discuss how they canstrengthen their school than to develop templateson how to build quality into the "front end" inKindergarten.

Changes in Leadership

There will be no change in our practice unlessthere is change in our theory - our basic assump-tions.

Imagine a school in which there is a minimum ofleadership:

o The principal does not tell the teachers how toteach.

o There are no "gotcha" sessions, in which prin-cipals attempt to determine if teachers havebeen meeting their goals.

o There are no in-service training sessions.

o Teachers, however, do well; are collegial withtheir fellow teachers; and are constantlyworking to improve their craft.

o The principal reads up on the latest develop-ments; knows the names of the children; visitsthe homes c: some parents; and engages indiscussions with teachers about real and criti-cal educational issues.

We need self-leading, self-managing schools inwhich leadership does not matter and teachershold themselves accountable.

Sources of Authority

There are several sources of authority that deter-mine what we do:

o Bureaucratic authority: Traditional organ-izational leadership suggests that when peopledo what they are supposed to do they will havesuccess in the organization. Not doing well hascertain understood consequences.

o Personal/psychological authority: This formof leadership relies on our ability to makeothers do things we want them to do and to likeit. It relies on motivational technologyand human relations skills. (Most of myearlier work has relied on this kind of au-thority.)

o Research authority: Technical, rationalleadership bases its legitimacy on a researchbase and on a specific plan of action, such asis offered by the various effective school pro-grams. This authority is very management-intensive and requires constant monitoringand supervision.

SCHOOL-BASED IMPROVEMENT PROJECT YEAR II - 1992-1993

In this country, we have a vacuous leadershipprocess. When you were principals, why did youfollow your superintendents?

o Because they could lead or manipulate you?

o Because they made you feel autonomous orraised your self-esteem?

o Because they gave you psychological payoffsthat related to how well you felt about yourselfas a principal?

Rather, did you follow your superintendentsbecause:

o They had something to say that made sense?

o They stood for a set of ideas that pointed youin a direction that captured your imagination?

o They had a set of ideas, values, and concep-tions that you agreed were good for you, theschool, and the students?

We are being asked to choose between processand substance. Too much leadership training andtoo much of the literature focus exclusively on theprocess, which is glitz, rather than on the sub-stance. There is not enough substance in educa-tional leadership to comprise a doctoral program.

All of these sources of authority assume that teach-ers need to be led, and at the present time they do.Our goal should be to change this reality by provid-ing leadership training that connects process andsubstance. Many of the existing leadership pro-grams separate process from substance.

The interpersonal relationships of leader ship areimportant, but they should be "for free":

o We should treat people decently because theyare human beings - not because we want themto do what we want. We should do it "for free."

o We should not use our personal authority withstudents to get them to perform; childrenshould engage in learning for reasons that arebetter than because the teacher is "clever"

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with his or her personal authority. We shouldwork to promote the self-motivation and self-management we want in teachers andstudents.

o We should be hiring teachers on their sub-stance rather than on their ability to engage ineffective processes.

o Technical, rational authority should informthe decisions we make about our practice, nottell us what to do. Teaching cannot be stan-dardized. Teachers must learn to perfect theirart as they practice.

Two additional sources of authority for leader-ship practice:

o Professional authority: Education as a pro-fession makes certain assumptions.

o Educators are known for informed and sea-soned knowledge of the craft of teaching.

o Professional virtue is the hallmark for allpractitioners.

Teachers are expected to conform to:

o Common standards of socialization

o Good tenets of practice

o Internalized expertness

o Professional ideals

o Moral authority: As educators, we also canbe expected to uphold certain moralstandards:

o Shared values

o Shared commitments

o A sense of interdependence and obliga-tion for each other


New Principles

If we are serious about moral authority, we need togenerate some new principles.

1. Purposeful building of a covenant if sharedvalues

If we practice these principles, we will have dis-covered the means to transform schools fromformal organizations to organizational com-munities. Communities are repositories ofvalues that bond people together. These com-munities are driven by a different kind of hier-archy than are organizations. Ideas are at theapex of this hierarchy.

2. Empowerment based on obligations andduties, not on freedom

Empowerment has come to mean discretion inpopular parlance. It should have less to dowith freedom and more to do with the require-ments imposed by our shared values.

3. Collegiality as a form of virtue

If schools are communities and sacred places,we who work in schools have a sacred function.There is no institution, other than the family,that has a more sacred function. We must takeseriously our responsibility to build organiza-tional communities in oar schools.

There are four dimensions to understanding theschool as a community:

1. Schools are purposeful communities that haveshared goals, values, and commitments; theyare learning communities in which everyone iscommitted to learning.

2. Reflection and inquiry are an ongoing part ofthese communities; when teachers share theirpractice, they are building community.

3. School should be caring communities thatview students as people, not "cases." Toooften our discipline policies are based on psy-chological principles rather than on the sub-stance of our knowledge of what is effectivewith children.

4. Educators should comprise a professionalcommunity in which competence and virtuemake you a professional, not only the compe-tence that comes from five years in a graduateprogram. Competence, alone, can be found insafecrackers, but they are not considered trueprofessionals.

There are four dimensions to virtue, going back toAristotle:

1. Commitment to exemplary practice

We should expect that teachers will keepthemselves updated on research and other in-formation. We should not be spending mil-lions of dollars on prepackaged in-service pro-grams for teachers. All teachers should have acommitment to practice "at the edge" by usingthe latest substantive approaches.

2. Commitment to valued social ends

Teachers should be dedicated to serving thepublic.

3. Commitment to practice within the profes-sion itself

Teaching is not a solo practice; it is a collectivepractice. Our policies are competitive ratherthan collegial. Schools presently promoteisolation. There need to be changes in thesepractices.

4. Commitment to collegiality

Recognizing collegiality as a virtue means beingdrawn to each other from a sense of caringabout each others' professional growth.

Thomas J. Sergiovanni is the Lillian Radford Distin-guished Professor of Education at Trinity Universityin San Antonio, Texas and an Associate with theBrecl -nridge Forum for the Enhancement of Teach-ing. His latest publication is Moral Leadership:Getting to the Heart of School Improvement (1992).

7I


PANEL OF RESPONSE TO THOMASSERGIOVANNI

PANELISTS:

KARLA BAEHR DELETIS, SuperintendentWellesley Public Schools

PAUL JENNINGS, SuperintendentWilliamstown Public Schools

PETER NEGRONI, SuperintendentSpringfield Public Schools

JOSEPH RAPPA, SuperintendentAttleboro Public Schools

MODERATOR: DENNIS DISALVOSuperintendent, Northboro/Southboro Regional SchoolDistrict

This panel of superintendents was invited to askquestions of and to respond to the remarks of TomSergiovanni. Tom was then asked to reply to thesecomments.

Karla Baehr Deletis, Superintendent, WellesleyPublic Schools

o It has been exciting to hear a professionaldemonstrate how much he is a learner and howmuch he is willing to share the results of hislearning. Tom certainly models learning as anaspect of the leadership that he suggests.

o One aspect of this learning appears to be abroadening of the substance on which leader-ship is based. The concept of relationshipsand the ethic of caring seem to have beenadded to the concepts of reason and moralvirtue.

o It is interesting to explore the linkage betweenleading and teaching. If leadership is not aboutpersonal relationships, are the personal rela-tionships between students and teachers over-stressed? What might be another part of theequation? Jon Saphier might suggest that it ishigh expectations for academic achievement.

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Paul Jennings, Superintendent, WilliamstownPublic Schools

o There is a need for additional focus on the dis-tinctions between process and substance.

o Process can be the way an organization istransformed into a community and the way aschool as a community comes to terms withsubstantive issues.

o Process, auided by the kinds of principles thathave been suggested, can be a way of dealingwith substantive issues. Grading is a trouble-some aspect of schools. How do we build acommunity that intends to empower everyonewhile maintaining grading systems which almostinvariably define many learners as "belowaverage?" Our challenge is to enable thegreatest number of learners, adults and chil-dren alike, to succeed and to perform at highlevels. We cannot build an inclusive commu-nity of learners if we maintain sorting mecha-nisms which define some members of thecommunity as losers.

Peter Negroni, Superintendent, SpringfieldPublic Schools

o Community can be seen as an operationalfocus for schools. How can we have successwithin a community structure if the presentstructure of schools prevents the sense of com-munity from happening?

o If we want to act on the concept of the schoolas a community, we will need some majortransformations. First, we need to understandthat schooling and democracy are interde-pendent. The quality of a community is tied tothe quality of the schools in the community.We need to make transformations in peda-gogy, social systems, social attitudes, and po-litical areas before we will see major changesin education.

o In America, schooling is not now about learn-ing. Schooling is to a large percentage custo-dial. It is not inclusive but rather a means tosort and select kids.


Joseph Rappa, Superintendent, Attleboro PublicSchools

o Is it helpful to think of the school as a commu-nity of communities? We have many commu-nities in all of our schools. There are manykinds of communities: functional and dys-functional. We want to be sure not to validatedysfunctional communities.

o When I first taught, it was not a question ofbeing told "what to do." We had to be re-strained. We were an energetic and innova-tive social and professional community thatcared passionately about education.

o Time has an impact on any community. Wenow have an aging educator workforce. It's notexciting to spend five days a week at "Grandma'shouse." How, as educational leaders, do webring the professional zeal we knew inour 20'sto the Merrymeadow Nursing Home?

Highlights of Responses from Tom Sergiovanni

o The ethic of caring requires us to think asprofessionals, not in a technical sense but in afuller sense. We want to serve people, and notsee them as "cases." "Caring" includes a set ofobligations and a commitment to care for eachother. Members of a community are bound to-gether and must look out and care for eachother.

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o We need to invent our practice as we go along.When we import a program, we impose it.When we develop a program, we all change inthe process.

o How do we deal with the issue of enablement?We presently have a subservient culture, es-pecially in the elementary schools. The cultureof teachers is to be led. How do we build aculture that promotes professional growth?

o How do we change a culture that does not wantto change? We need to involve all of the par-ties, including the teachers, in changing andreinventing the school.

o If ideas are to be the source of our authority,we have to figure out what is worth following.What are the standards we will develop todetermine how we relate to each other?

o The metaphor of the school as community, asopposed to the organization, is useful and canbe stretched. We may want to think of schooldistricts as villages that are composed of lots ofcommunities, which are the schools. Thesuperintendent can be seen as a mayor - not aCEO. We could benefit by thinking about therole of the superintendent as we pursue thismetaphor.


REINVENTING THE SCHOOLS

VITO PERRONE, Director of Teacher Educa-tion, Harvard Graduate School of Education

THEMES

Educators must constantly question their practiceand look for ways to reinvent schools.

Educational leadership is about seeing the worldof possibilities and using a sound knowledge baseto move toward these possibilities.

HIGHLIGHTS

One understanding to keep before us is the ongo-ing need for educational leaders to be in collabo-ration, to be a part of vibrant learning communi-ties, and ongoing discussions that lead to personaland professional growth. Education at its best hasbeen characterized as providing opportunities forcollective thought. The trick for us as educators isto keep ourselves in collaboration: to continue toconnect with others with whom we can share andfrom whom we can learn.

It will be critical that SBIP superintendents stay incontact and find ways to continue these discus-sions. It is also critical to keep the focus of thesediscussions on educational issues such as the stu-dent-teacher exchange, school practices, and cur-riculum. We must not allow the political andeconomic pressures to disconnect us from thiseducational base.

Some premises and large purposes on which wemay want to keep our focus:

Our students should dominate our focus.

Too much attention is being focused on students inJapan and Germany when they are not the stu-dents in our classrooms. By focusing on othercountries, we are passing right by our own chil-dren.

Regarding the comparisons, children in 16 coun-tries were tested on writing skills and it was deter-mined that intercultural differences made it im-possible to come to agreement on the criteria for

10

assessing these writing samples. I assume thatthese differences are relevant in areas other thanwriting.

We need to examine our practices.

Why do we have the practices that we have? Why45 minute classes instead of 2 hours? Why Eng-lish and history as separate courses instead ofhumanities? Why so much emphasis on Europe?Why so much emphasis on great men and less ongreat women or common men and women? Whythe curriculum that now prevails?

What would it take to reinvent the schools and tohelp children and young people see that they havethe capacity to change the world? Why are we nottesting everything that we teach against the meas-ure of changing the world?

What is critical and what is not?

Would two Shakespearean plays in a year, readcarefully, thought about, and relevant to the life ofthe student be enough, or do we need eight?

Should the focus in science be size, scale, andstates of matter and evolution, or should 12 othertopics be explored as well? In the Project 2061,scientists were asked to include their rock bottom"basics"; the list is now close to 2061.

How can teachers get closer to the needs of stu-dents? Must we continue to stress testing thatseems to have no relationship to real accountabil-ity -- that is understandable, has a meaningful con-tent? Superintendents can play a major role inhelping others to think clearly about these issues.

Examples exist:

o The Gary, Indiana, schools, as described inDewey's Schools of Tomorrow (1915), dem-onstrate how a community can use its schoolsto respond to the needs of its citizens of allages.


o Leonard Covehlo, in The Heart as Teacher,chronicles how he went into NYC in the 1920sand built the archetypical community school.He invented bilingual education, brought par-ents into the schools, and opened the schoolsto the community.

o New York City has recently put out an RFPthat continues these traditions. It invites teach-ers, administrators, parents, and others to de-velop 14 new high schools. The schools willopen in the fall. The RFP ask: "In your com-munity, what are the needs? How will youinvent a school to meet these needs? Whatconstraints would you want removed so youcan reach your goals?"

o Central Park East (NYC) is a revolutionaryschool that gets great "reviews" for its innova-tion and outcomes. A key theme of the school'smission statement is, "How do we know whatwe know and is it important?" Students aretaught to ask: "From whose viewpoint are wereading this information?" "What are thesources?" "Why should I care?" "How reli-able is this information?" "What is the causeand the effect and how do they fit together?"

Central Park East takes its mission statementseriously. For the school, this means:

o A flexible curriculum rooted in largequestions.

o Classroom discussion that allows for di-verse viewpoints.

o Literature that addresses issues in chal-lenging ways.

o Ongoing consciousness about relationshipsacross the lines of academic disciplines.

For students, this means:

o Reading from real texts.

o Writing that shows concern for sources andpersonal perspectives.

o Community service that is expected of allstudents beginning at the 7th grade: 75hours per year. Students develop a resumethat demonstrates the number of real andmeaningful experiences that they have hadand the skills they have developed throughcommunity service.

The prospects for reform.

We are less than 10 years away from the Year2000, which figures so prominently in our educa-tional goals as enunciated by the President and theGovernors. Little will really change until those inand around schools are truly committed to reform:

o Teachers will need to have more authority inschools. They need to be more involved in thecommunities in which they teach. School-based management will need to be moreinvolved with critical educational decisions.

o Classroom inquiry, reflective practice, andcollective thought will need to be mainstays ofeducation for students and teachers.

Real authority is about teachers being seriousstudents of teaching, learning, schools, and com-munities. They will need to be able to see in theirsettings a world of possibilities rather than a worldof limitations. Wherever there are people talkingabout limitations, practices in schools will decline.No matter how bad things are, there must alwaysbe a concern for the better.

Be careful how you define the world. It is just likethat. How we speak about the world and how weroot our work in the schools can mean everything.As Carlos Fuentes has said regarding democracy,"Our practices may not be there yet, but withoutthe words, we will not get there."

"What if?"

Leadership is about asking "what if" questionsabout practices in the schools on a regular basis:

11I6


For example, "What if:"

o We set aside 45 minutes each day for reading?

o Painting, dance and music became a centralfeature in schools?

o Students had one period a day in a writingworkshop that paid no attention to grammar?

o We gave one day a week to one subject onlyand studied it in depth?

Why do we not question everything we do? If weare forced to ciuestion everything, we will findthings we can no longer justify.

Professional Practice.

Our practice needs close examination. Regard-less of all of the evidence to the contrary, there ismore tracking in schools than ever before in ourhistory.

Educators need to be more conscious of the nega-tive consequences of harmful practices and thelanguage surrounding them. They must seek toalter the circumstances. Superintendents need totake the first steps or we will never break the cycle.

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Superintendents need to provide the moral lead-ership that raises these kinds of issues. If we startwith strengths, we will alter a lot that happens inschools.

One last cultural imperative.

We must help students to understand the multi-cultural wealth in our world. We must make mul-ticultural understanding a much greater part ofschools. If kids don't learn to talk about race andclass in schools, where will they learn it - and whatare the consequences? Superintendents have amoral obligation to provide this leadership.

Without the kind of leadership that grows out ofsound knowledge, control of language, and anopenness to collective thought, the schools willnot get better. All of our schools need to be better.May we all look forward to better times when theschools are the priority that everyone says theyare.

Vito Perrone is Director of Teacher Education andChair of the Teaching, Curriculum, and LearningEnvironment Program at the Harvard UniversityGraduate School of Education. He is a prolific writerwhose most recent work focuses on student assess-ment and the professional development of teachers.

II. DIFFERENTIATING LEADERSHIP ANDMANAGEMENT


DEVELOPING LEADERSHIP IN OTHERS

JOHN KOTIER, Konosuke MatsushitaProfessor of Leadership, Harvard Business School

THEME

Management and leadership are distinctly differ-ent traits and each is identified by a specific set ofbehaviors.

HIGHLIGHTS

Over the last ten or twelve years, I have askedmany people the following question: "Given yourown sense of where the world is heading, who doyou think represents a good role model for thekind of person we are going to need in managerialpositions in the nineties and maybe the turn of thecentury?"

In these conversations, there are several charac-teristics that emerge frequently: visionary, trust-ing and trustworthy, inspiring, positive, and per-sonable.

When you ask about these role models as leaders,you get ratings of 8, 9,10 or even 12. When you askabout them as managers, you are more likely toget ratings of 7 or 8 - or maybe 2's and 3's.

In recent research, I asked approximately 200business leaders to think of someone, whom theyknew personally, who had done an absolutelyoutstanding job of managing something for whichthey were responsible. These leaders were askedto describe what they felt had contributed to thissuccessful result.

These individuals were then asked to think ofsomeone, whom they also knew personally, whohad done an absolutely outstanding job of providingleadership to the people around them. Again,they were asked to describe in detail what had con-tributed to this outstanding leadership.

People had significantly greater difficulty describ-ing the characteristics of the leaders than of themanagers but were able to identify, as a group,approximately 200 different descriptive manage-ment and leadership terms.

In the management stories that people provided,there are several recurring themes:

o Planning and budgeting

o Organizing and staffing

o Controlling and problem solving

Managers were described as the people who"create organized results on time."

A different set of characteristics were used to de-scribe leaders. Leaders were portrayed as align-ing people by communicating a vision and ensur-ing that everyone could understand and accept it.Leaders also were commended for their ability tobe motivating and inspiring.

Leaders were described as people who set the di-rection for the organization by creating a vision ofthe future and strategies for getting there.

Organizations and their leaders or managers canbe described using the following diagram:

+anagement

Organizations on the top left of the diagram can bedescribed as creative but chaotic.

Those on the bottom right are generally dull, lack-ing in innovation, and not prepared to respond tochanges in the world market.

Example:

People's Express airlines went from $0 to $1 billionin five years. Its major competition was Eastern Air-litzes.

15 i


Fares from Newark to Buffalo:

Eastern: $139People's Express: $ 39

Eastern Airlines fell on the diagram in the lowerleft corner because it had poor management andlittle leadership. Eastern executives were havingtrouble making money at $139 and were con-vinced that no one could make money with lowerfares.

People's response was to lower the fare to $29.They took the approach of doing everything dif-ferently from Eastern. They brought in "naive"outsiders who asked and helped to answer severalcritical questions:

Q. Who are our customers?A. Young people and families.

Q What do they want?A. Cheap tickets.

Q How can we do it?A. Eliminate food; institute carry -on luggage;and build economic and psychological owner-ship of the company by employees throughstock options and involvement in decisionmaking.

The People's Express approach depended on strongleadership that found creative ways to keep costslow and employees' morale high.

Exemplary leaders:

Leadership can take very different forms, as isevident in the following examples:

Sir John Harvey-Jones, President, ICI, London

o Inherited a company firmly located in the lowerright corner: stable; culturally resistant tochange.

o Company was in economic decline from1977 1982.

o Harvey-Jones brought in a new, global vision.

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o Instituted symbolic changes: a less "kingly"office; reduced headquarters staff.

o Made many passionate speeches to employ-ees reinforcing his vision; always endedhis presentations with question and answersessions.

o Selected a few new winning projects and putthe spotlight brightly on them.

o Has seen growth of 500% in net incomebetween 1982 - 1987.

Dr. Kazuo Inamori, CEO, KyroceraCorporation, Japan

o Has organized his company into amoeba-likeunits, each of which has about 40 employees.

o Each unit has its own leadership, manage-ment structure, identity, and product devel-opment.

o The most senior individual in a unit could be ahigh school graduate. Hundreds of employ-ees are being put into management positions.

o This approach is being implemented in theUnited States in radical decentralizationprograms.

Mary Kay Ash, Mary Kay Cosmetics, Dallas, Texas

o Provides leadership by the charisma andstrength of her personality.

o She is the star, but she subsumes her ego in themanagement structure. Her organization worksthrough teamwork with all employees know-ing their roles.

o Mary Kay's personal appeal is so strong thatemployees come at their own expense to theannual conference.

John F. Welsh, Jr., Chairman of the Board andCEO, Genera) Electric Company, Connecticut

o A fairly strong manager who is working tobecome a stronger leader.

Z; t


o An extremely hard worker who is articulatinga vision and mobilizing a core group of peopleto implement it with him.

Three characteristics of leaders:

1. Set direction

o Challenge the status quo

o View things broadly

o Make decisive choices

o Embody flexibility

o Create vision and strategies

2. Align constituencies

o Communicate to everyone who is relevant

o Keep the message simply

o Continually repeat the message

o Allow people to challenge ideas

o Maximize the credibility of the organiza-tion

o Recognize the size of the task of liningpeople up behind an idea

3. Motivate and inspire

o Appeal to the values of the groups

o Provide autonomy to people

o Encourage and cheerlead

o Recognize and reward

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Non-adaptive cultures:

A major barrier for any leader is a non-adaptiveculture.

Non-adaptive cultures are focused on their ownself-interest; they are generally insular, politicaland bureaucratic.

Adaptive cultures:

Effective leaders ceate and help nurture adaptivecultures, focused externally on their constituen-cies.

School Systems

Most school systems need more leadership atmultiple levels. It is esential for superintendentsto help provide that leadership, especially bycreating a more adaptive culture in theirorganization.

John Kotter is the Konosuke Matsushita Professor ofLeadership at the Harvard Business School. Profes-sor Kotter is the author of nine books including hisrecent publications on leadership, A Force for Change:How Leadership Differs from Management (1990)and Corporate Culture and Performance (1992).


BUILDING LEADERSHIP THROUGHPROFESSIONAL DEVELOPMENT - PANEL

PANELISTS:

KATHERINE KUSSY, SuperintendentEasthampton Public Schools

PETER HOLLAND, SuperintendentBelmont Public Schools

DAVID CRISAFULLI, SuperintendentMendon-Upton Regional School District

IRWIN BLUMER, SuperintendentNewton Public Schools

Moderator: Dennis DiSalvo, SuperintendentNorthboro-Southboro RegionalSchool District, Co-Chair, SBIP

The following superintendents were asked to par-ticipate in a panel on their efforts to developleadership among their staff.

Katherine Kussy, Superintendent, EasthamptonPublic Schools

Three years ago the Easthampton Public Schoolsdecided to look at change theory and its implica-tions for restructuring.

o Identify a model

The district started with the James Comer(New Haven, CT) model. Administrators andteachers were trained at Yale University byComer in his school-based management model.This training helped to get people on boardthrough understanding the model. This train-ing provided the model, but left staff wantingfurther information.

o Interaction and relationships

Staff engaged in problem solving aimed atidentifying the steps needed to implement anew approach. They addressed issues such as"What is Motivation" and worked on thedevelopment of a school plan.

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o Training and development

Each school plan identified the informationand training needs of teachers, parents, andothers at the school. Teachers helped to iden-tify the knowledge base they needed to beeffective in implementing change.

o Modeling and changes

It was critical that central office and school ad-ministrators were consistent in modeling thechanges that they were promoting. This meantthat administrative meetings "looked differ-ent." Team meetings became mini-workshopson new skills and on how people could helpeach other.

Administrators and the superintendent fo-cused on their own ability to be peer coachesand to engage in strategy building. They areworking to be a community of learners and tobuild a different culture in which they all worktogether.

Peter Holland, Superintendent, Belmont PublicSchools

The district has brought in consultants for a rangeof training and professional development oppor-tunities for staff:

o Administered Myers Briggs-type indicators tohelp people understand their own workingstyles.

o Offered a two-day workshop on conflict reso-ution and mediation skills.

o Developed strategic Team Planning on strate-gies for working together.

o Offered workshops on substance abuse in theworkplace; brought in an attorney and sub-stance abuse counselors for meetings withstaff.

o Some administrators attended Peter Senge'sworkshops on the "Fifth Discipline." (PeterSenge was a Colloquium Speaker in 1991 -1992 and is a resource to the SBIP LeadershipSites.)


o Designed workshops on management issues intimes of declining resources.

o Offered seminars for principals on theisolation of the elementary school principal.

o Each principal meets monthly with the super-intendent to raise issues of concern.

Issues related to promoting leadership in others:

o Recognition of the need to be more proactiveon issues that arise for principals such as backlash on curriculum change, safety on the play-ground, and helping teachers with substanceabuse problems.

o Principals are reporting that they feel sup-ported and appreciate the coaching they arereceiving. They feel more secure that deci-sions they make will not be reversed; politicalissues are defused before they get to the schoolcommittee level.

David Crisafulli, Superintendent, Mendon-Upton Regional School District

One of the primary goals of the Mendon-UptonInservice Program was to utilize the superinten-dent as a trainer for a problem solving/decisionmaking model called Strategic Team Planning(STP). In the past three years, we have trained75% of the staff in the Strategic Team Planning(STP) model. STP focuses on how to play fair, beheard, and problem solve. It is based on thephilosophy that cultures can change when thereare positive interactions within teams. It involvesa problem solving process that creates a bondingamong staff.

STP suggests a three step approach that involveslistening to people, processing the informationthat has been shared, and collaboratively develop-ing solutions to problems. The approach has beeneffective with parents, teachers, school commit-tees, and other school constituencies.

Mendon-Upton has also had training in the JohnsonCity, NY, Outcomes Based Education Model andhas modified this model to meet its own needs.

The district no longer has principals. Each schoolhas teams that are headed by leaders. This ap-proach is helping to expand schools' ability toaddress the needs of children.

Irwin Blumer, Superintendent, Newton PublicSchools

Because Newton has 19 school buildings, we findit is critical to have "alignment" in their staff devel-opment efforts. There needs to be agreementamong staff in all school buildings regarding thetopics on which staff development should be fo-cused. In addition, staff development must beongoing, with every staff meeting incorporatingstaff development.

Our professional development is driven by the be-lief that all students can learn. In addition, we areguided by our district's core values:

o Promote the centrality of the classroomo Develop respect for differenceso Encourage collegial behavior

We have used our limited amount of professionaldevelopment funds on two approaches to stafftraining:

1. Jon Saphier: The Skillful Teacher

Two teachers are being trained to teach theother teachers. New hires will be asked if theyare interested in professional developmentand the Skillful Teacher approach. If they arenot, they will be discouraged from applying fora position.

Jon Saphier is working with administrators tohelp them understand how to approach facultywith new decisions and policies and how tobuild ownership of these ideas among faculty.

2. Jeff Howard: Efficacy

One teacher took a two year leave of absenceto be trained by Jeff Howard. She will train theother teachers when she returns to the schools.


Additional comments by panel members:

o Set the vision. Work with the community tomake it happen.

o Encourage teachers to think about more thanthe cognitive side of students.

o Do we want principals to be leaders or manag-ers? Many principals do not get to be leadersas there is no one else at the building who canbe the manager.

o Too often we solve problems in schools tomeet the needs of staff, not of children. Schoolsneed to be more adaptive to the needs ofchildren.

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o School district employees are among the besteducated in the world. We let them off thehook by not requiring them take responsibilityfor their own professional development.

o There should be a point when superinten-dents do not have to promote professionaldevelopment, teachers do it on their own.Teachers sell themselves short if they are notmore assertive.

o We risk being guilty of "Ready, Aim, Aim,Aim." When will we be ready to "Fire?"

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III. SELF-MANAGEMENT AND LEADERSHIP


ORGANIZATIONAL SELF -MANAGEMENTAND THE ADMINISTRATION OF SCHOOLSYSTEMS

J. RICHARD HACKMAN, Cahners-RabbProfessor of Social and OrganizationalPsychology, Harvard Business School

THEME

The work unit of the future will be the team; teamshave specific characteristics that are critical totheir success.

HIGHLIGHTS

A critical issue in organizational effectiveness ishow well teams of employees work '..ogether. Re-search on airline crews, operating room nurses, in-strumental sections of orchestras, prison guards,and others who work in teams indicates that thereare four primary variables that impact team effec-tiveness: direction, structure, context, and coach-ing.

An illustration:

Two airlines have vastly different approaches tomanaging their airline crews:

Airline A:

A randomly selected crew of 13 people works to-gether for one month. These individuals are un-likely to have worked together before or to do soagain. Each individual is highly trained to do aspecific task and must follow strictly prescribedand standard procedures.

The airline assumes that, because it has no controlover the crew when it is in the air, it must select thebest people, train them very well, and specify exactprocedures. This plan works extremely well forroutine flights. When a flight is short and hurriedor unexpectedly long, however, the system tendsto be less effective.

Airline B:

Airline trainees self-select, during their initial train-ing sessions, into crews of 4 that become perma-nent assignments. Each team determines theroles its members will assume for the flight andidentifies its leader. Teams have great flexibilityfor how they will handle specific situations andhave developed special events such as "SecondHoneymoon" and "Vacation Express" give-awaygames that they use at their own discretion.

This company believes that well :selected and trainedemployees who understand corporate goals canbe given latitude to meet these goals in ways thataddress the conditions of each flight. Successfulinnovations are shared among teams, with encour-agement for replication and creativity.

Over the long haul, Airline B has been more effec-tive in addressing unexpected and difficult situ-ations and in building customer confidence. Thefollowing key conditions have contributed to thesuccess of this airline:

o Commitment to and understanding of themission of the company by employees

o Stable, self-selected crews

o Training that includes models of creativesolutions to problems

o Strong interpersonal skills among teammembers that include sizing up situations

o Autonomy, authority, discretion andsupport for staff from above

o Peer-based rewards that relate to teamaccountability

o Team feedback that comes directly fromcustomers at times determined by the team

o Determination by the team of when cus-tomers' evaluations are shared with head-quarters

23 2u


Key Variables

Research has yielded the following information onthe four key variables that differentiate effectivefrom less effective teams:

1. Direction/mission

o Team members must understand and valuethe mission of the organization

o The mission or "end state" must be set by theleader. The means for getting to the end stateshould be determined by the team.

Example:

The leader decides which mountain the groupwill climb. The team, at each stopping point,participates in deciding the route, the numberof stops, and other factors that will affect howthey get to the top.

In setting end states, there must be adequatechallenges so that people are excited to par-ticipate. However, the challenges cannot be sogreat that people are "turned off." The rule ofthumb lies halfway between too challengingand too easy.

2. Structure

o Definition of the task

o Tasks must be defined as wholes so thatparticipants have a meaningful job to do.

o Participants must have the autonomy tomanage their team themselves to accom-plish the task.

o Design of the team

o Teams should be stable; they shouldremain together.

o Teams should be optimally undermanned;better that they are too small than toolarge. The optimal size for a team is 5 or 6because of the number of coordinationlinks that are required.

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o If teams get too large, consider "celldivision."

o For companies, 250-300 employees is theoptimal size.

Diversity is critical to effectiveness be-cause of the learnings that come fromdiffering backgrounds and perspectives.

3. Context

o The "directed" team will be a high performingunit when it has the necessary "support:"

o Rewards for doing well

o Training in skills and attitudes

o Information and the necessary data

o Material resources that are essential tothe task

4. Coaching

o With direction, structure, and support, aneffective team needs "coaching" that asks:"How can I help you to be successful?"

o Coaching is the new model of supervision forleaders and teams.

Launching a Team

Two warnings:

1. The first few moments of the team shape itsentire experience. Plan them carefully.

2. The role of the leader will be pivotal. Tradi-tional, "bossy" leaders will doom teams.Leaders must understand the need for lateralauthority within the team.


The Role for Superintendents

Superintendents may want to analyze school ordistrict teams to determine if these four conditionsare in place. It is the role of the leader to try to putthese conditions in place and to enable them toexist. It is also the role of the superintendent toinspire others, such as school committees, princi-pals, teachers, and the community, to value andsupport the conditions that contribute to effectiveteams.

J. Richard Hackman is the Cahners-Rabb Professorof Social and Organizational Psychology at HarvardBusiness School. He is the author of numerous booksand articles including Groups that Work, publishedin 1990.


LESSONS FROM TQM

DAVID SOUTHWORTH, Vice PresidentSouthworth Company

THEME

Restructuring a manufacturing company throughTotal Quality Management is resulting in greaterand higher productivity as employees become em-powered.

HIGHLIGHTS

As someone who is restructuring his organization,I want to offer you solace and consolation and toshare with you how it feels for me.

Southworth is a 150 year old company with $35million in sales and 250 employees. The companyhas two product lines: cotton fiber and businessstationary, including diaries and appointment books.Products are distributed through office productsstores. Total Quality Management is being imple-mented in the manufacturing plant, which em-ploys 90 front line hourly workers and 30 officesupport people.

We had a problem with declining profitability andwere losing customers. We needed to change fast.Doing things as we had done them in the past wasnot going to work, even if we worked longer hoursand harder.

I had read the business press and was familiar withthe new buzz words:

pressSearch of Excellence,"

'Thriving with Chaos," "Continuous Improvement,"etc. They sounded good, but I didn't know if theyapplied. A presentation by a Malcolm BaidrigeQuality Award Winner, Xerox, finally convincedme to give it a try. After talking to many consult-ants willing to provide packages of help, a team ofmanagers and I reduced the field of potentialconsultants to four and went to our ExecutiveBoard for its input.

We decided to call our project by the commonlyused term, "Total Quality Management." We hireda consultant for what we knew would be a 2 - 3 yearprocess. We expect to see no payback in Year I,but hope to reap $300,000 to $500,000 in savings inYear II.

26

The implementation of TQM has involved numer-ous steps:

o Lots of training and meetings.

o Teams of people have gone on retreats tolearn about TQM.

o Teams have gone through three-month cyclesof training.

o All teams meet on Thursdays for one-hoursessions facilitated by the consultant.

o Middle managers and foremen have beentrained to see themselves as coaches ratherthan as "bosses."

o Employees have been trained in group facilita-tion processes.

Results and Insights:

o Some people are finding it really scary to haveto take responsibility for what happens in theirunits.

o Other people are growing during this experi-ence and finding it empowering. They can seethat they are moving toward self-managedteams.

o Many of our employees are school drop outs.They are learning to behave and work in newways.

o Some employees see that, if TQM works, itcould mean they lose their current jobs. Thereis the potential that these individuals could tryto sabotage the process. Efforts are made tohelp these employees see that with empower-ment will come opportunities to engage inmore responsibility for the company.

o Units that used to have a great deal of conflictare now talking to each other and trying toresolve problems.

o Because there is an environment in which it isallowable to identify problems, many moreproblems are emerging.

2


o It is already clear that a company that reducesits hierarchy will outperform a company with ahierarchy.

At this point, one year into this process, we do nothave a great deal to show for our efforts. However,we are no longer asking if we did the right thing. Itis clear that there will be greater efficiency andhigher productivity.

We have made it possible for our consultant towork with an elementary school, on whose schoolsite council I serve. The initial step we introducedwas a needs assessment to determine the concernsof school staff and parents. Thirty people, includ-ing central office staff and teachers, participatedin a full-day retreat to work on team-based im-provement. While staff meetings are now moreorderly, it will be a while before educational out-comes will emerge.

My role at Southworth has been to inject posi-tively the pain of change now, while the companyis still healthy. TQM is not a goal; it is a tool to helpus to achieve the productivity we need and want.It will take time, but as we learn to identify theplayers who can help us to resolve problems andtake our problems to these players, we will havesuccess in the long run.

David Southworth is Vice President of the South-worth Company in Agawam, MA. Before joiningSouthworth Company, he taught seventh grade sci-ence. He is an active member ofthe business and civiccommunities and is the president of the West Spring-field Partnership for Education and a member of theBrightwood School Site-Based Management Teamin Springfield.

SCHOOL-BASED IMPROVEMENT PROJECT YEAR Ii - 1992-1993

REFLECTIONS ON THE CARNEGIE SCHOOLEXPERIENCE - PANEL

PANELISTS:

MARGOT DESJARDINS, SuperintendentWestport Community Schools

THOMAS CONSOLATI, SuperintendentSouthern Berkshire Regional School District

ROBERT MUNNELLY, SuperintendentReading Public Schools

CVVEN VAN DORP, SuperintendentHampden Public Schools

Background

The Carnegie School program was establishedthrough legislation enacted in January, 1988 bythe Massachusetts Legislature. The goal of thislegislation is to model how principals, teachers,parents, and the community can be involved inmaking major change as they redesign their schools.

The legislation establishing the Carnegie Schoolsfocuses on school-based reform, with no specifiedroles for superintendents or other central officestaff. The nine schools that have been designatedas Carnegie Schools have developed and imple-mented a broad range of reforms which impact ar-eas such as:

o school governanceo teachers' roleso curriculumo staff developmento approaches to student learningo involvement of the community in the schoolo parent involvemento business participation in the schoolo relationships between schools and their

central administration

Four SBIP superintendents, whose districts in-clude Carnegie Schools, were asked to share withother superintendents their perspectives on therestructuring experiences of the Carnegie Schoolsin their districts. The following summary reportsthe highlights of each presentation.

28

Margot desJardins, Superintendent, WestportCarnegie School: Westport High School

o Major areas of impact resulting from the Car-negie Program:

o A General Assembly, composed of stu-dents, teachers, and parents and a FacultySenate were formed in 1989-1990. Thesegroups operate similarly to the Massachu-setts Legislature: bills must be passed byboth parties and conference committeesmeet to finalize each bill. These bodiesaddress curriculum, instructional methods,budget recommendations, handbooks,scheduling, and facilities. Any student,teacher, or parent can submit a bill for con-sideration.

o A variety of initiatives, which have pro-vided professional training and haveengaged teachers in decision making forthe school, have resulted in greatlyimproved teacher morale and enthusiasmfor teaching.

o Teachers are initiating programs for coop-erative learning, inquiry-based learning, andother innovative approaches to curriculumand instruction.

o Teachers, students, and parents have agreater voice in school decision making.

o The Carnegie training in cooperative learn-ing and peer coaching is now being carriedover to the other school levels by Carnegiestaff who serve as trainers. The initialtraining is now reaching the other schoollevels in the teacher-as-trainer model.

o Suggestions for implementing major reform:

o Draw on the research base early in the re-structuring process.

o Bring in a consultant to help provide thetraining, skills, and perspective that arenecessary. This consultant can serve asan objective advisor as change is beingdesigned and implemented.

SC1100L-BASED IMPROVEMENT PROJECT YEAR II - 1992-1993

o Involve the superintendent from thebeginning in the change process. Thisdistrict level involvement may help toalleviate the jealousy that arises becauseof the resources and attention that theCarnegie School is receiving.

Thomas Consolati, Superintendent, Southern Berk-shire Regional School DistrictCarnegie School: Mt. Everett Regional Juniorand Senior High School

The Carnegie School Planning Team, composedof teachers, administrators, parents, the school'sbusiness partner, a school board member, andother members of the community, makes majordecisions which are presented to the FacultyAdvisory Council. This Council makes recom-mendations to the full faculty and to the SchoolCommittee.

The Carnegie Grant allowed Mt. Everett staff toreview the research on effective instructional prac-tices and to engage in concentrated discussion onthe practices that would best address issues in theschool. It was decided that the most effectivechange would be in the way time was used at theschool.

The staff designed a new time schedule in whichduring each half of the year students take threesubjects, each of which meet for 90 minutes perday. This schedule has enabled teachers to delvemore deeply into subject areas and to use more ef-fective teaching methods. School staff found thatstudents were more motivated and that teacherswere more productive with this new schedule.

Observations on the outcomes to date:

o There has been some fallout from this plan:ten of the top students in the school, whowere doing well with the traditional schedule,transferred to a neighboring school.

The parents of these students were among themost active in demanding high standards inthe schools. Their leaving was a loss for theschool.

o The impact of the Carnegie grant does notreflect a top-down/bottom-up change. Itdoes reflect the development of a set ofcommon values among school staff. A groupof individuals have worked together to readabout and discuss options sufficiently to feelthey were ready to try a new approach.

o It is critical to address the self-image ofteachers. "As the self-image of teachersgoes, so goes the self-image of students."

The Carnegie School program enabled theschool to consider how to provide rewards,incentives, and strokes for teachers. Someof the factors that contributed to increasedself-esteem included creative approaches to"comp time," computers for teachers, andprovisions for "professional time."

o Rather than finding the implementation ofthe Carnegie plans an "uphill battle," it turnedout to be a downhill battle. The best teacherswanted to move away quickly from the statusquo. They felt greater security as teachersnow that theywere reflecting some of the mostcurrent research.

o Students were ready for the change. Stu-dents have been energized by the new sched-ule and are excited to be a part of this reform.While some students left the school initially,others have more recently transferred into thehigh school from neighboring districts.

o Ralph Tyler has noted that it takes 5 - 7 yearsfor meaningful change. After 2 - 3 years, theschool community can feel the excitement andanticipate that there will be other major re-forms. Even critics of the schools have beencaught off guard and are scurrying to "inventnew criticism."


Gwen Van Dorp, Superintendent, HampdenPublic SchoolsCarnegie School: Thornton W. Burgess MiddleSchool

The Thornton W. Burgess Middle School hasbeen a Carnegie School for one and a half years asit was selected in the second cycle of the program.

o A Coordinating Council, composed of par-ents, teachers, administrators and a represen-tative of the Hampden Volunteers in PublicSchools, Inc., serves as the decision makingbody for the school's site-based managementteam.

o With a great deal of teacher input, the schoolhas moved to heterogeneous grouping andteam teaching and has developed a compre-hensive after-school enrichment program.Shared decision making and parent education,however, continue to be priorities.

o It has taken a great deal of time and trainingto develop trust among members of the coun-cil. Initially, the superintendent was active onthe council because the school did not have aprincipal. Now that there is a principal, thesuperintendent has taken a less visible role.

Issues and outcomes:

o It is important to recognize that the school isinvolved in a developmental process and toensure that everyone involved continues torefer to the knowledge base as they proceed.

o The interscholastic athletics program has beensubstituted with a broadly-based extra-curricu-lar program.

o Conflicts have arisen among building and dis-trict level initiatives, such as the reading pro-gram. Steps are being taken to reconcile theseconflicts.

30

Robert Munnelly, Superintendent, ReadingPublic SchoolsCarnegie School: J. Warren Killam ElementarySchool

The Killam School was already participating in anumber of school-based initiatives before it be-came a Carnegie School. At the end of its first yearas a Carnegie School, the Killam developed sixplanning teams, organized by grade level, that arecoordinated by the Killam Advisory Team (KAT).

The school decided to use its grant on training.Members of each team determine the form theirtraining will take. Standard leadership training onconflict resolution, consensus, and team buildinghas been offered to each team, with about 60people participating. Teams of parents have beentrained to work with the school governance teamsand have been helped to expand further theirgroup process skills.

The team process has generated many new initia-tives that had to receive consensus approval fromthe entire school. This time consuming processcontributed to some distress among parents andteachers who wanted to do a good job but had anextremely full plate. The initial unrealistic andunsustainable level of activity by teachers and par-ents has moderated to a more sustainable level.

Teachers' morale has remained very high at theschool and parent support has increased dramati-cally. Test scores dropped in Year I and parentsindicated that this outcome was acceptable for thefirst year. Scores rose in Year II.

The role of the superintendent now is to transmitthe energy and spirit in the Killam School to otherschools in the district.


Summary

The Carnegie School Principals meet monthly todiscuss common issues and concerns. They haveidentified six principles that reflect their experi-ences:

1. Accept uncertainty.

2. Take a long range view.

3. Believe in your staff.

4. Keep the focus on student learning.

5. Have a support system.

6. Live the process.

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IV. CURRICULUM REFORM AND THE IMPLICATIONS FORSUPERINTENDENTS

03


CURRICULUM REFORM THAT ADDRESSESAMERICA'S SOCIETAL AND INDUSTRIALCHANGE

WILLARD (BILL) DAGGETT, DirectorInternational Center for Leadership inEducation

THEMES

Americans have a desire to have the best educa-tion system in the world but are unwilling to investthe time, money and related resources that areneeded to achieve this goal.

The key to educational improvement lies withincommunities: parents, teachers, students, andothers in the community must understand theneed for improvement and change their valuesabout education.

HIGHLIGHTS

A "set up" for failure

There is a great deal of talk about national, state,and local goals for students. This focus on specificgoals has led business executives and others toperceive these "outcome statements" not as "goals"but as "expectations."

There is no sign, however, that America has thenational will to achieve these goals:

o American children are in school fewer daysthan children in other countries:

Most states mandate 180 days of school.Japanese children go to school 243 days a year;all other industrialized countries require atleast 200 days of school a year.

o The United States Department of Educationand the Ford Foundation agree that, on the av-erage, 61% of American school budgets arespent on academics. For Japan this figure is92%; for the European community the figureis 85%.

o In our current economic downturn, increasingnumbers of school districts have eliminated allof their professional days for teachers. InEurope and the Pacific Rim, there is no coun-try that provides less than 20 days of inservicefor teachers.

o Parents in America responded to a Gallop Pollas follows:

81% said that schools need change.78% said that their children's schools do notneed change.

o Teachers responded to a Stanford Universitysurvey as follows:

91% said that schools need fundamental change.88% said that the courses they teach do notneed fundamental change.

o Korean students were ranked Number 1 ac-cording to their performance on internationaltests. American students did 25% as well asKorean students. In post-test questions aboutattitudes toward math, however, Americanstudents were three times more likely thanKorean students to say they were good atmath.

o Technology is at least 10 years ahead of ourunderstanding of what it can and does do; theworld is changing and we are not changing oureducational processes to keep up with it.

"Voice to paper" technology can produce ahard copy version of a speech in 90 seconds.The equipment required to make this happenpresently costs $9,000. It is anticipated to cost$1000 in 18 months, or by the middle of 1993.

Totally automated fast food restaurants thatcook food to order are found to be 20% lessexpensive to run than those that rely on people.

The automotive industry presently computer-izes 19% of the parts of a car. hi 1995 thatfigure is estimated to be 82%.

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It is critical that we move education away fromtasks, which are rapidly becoming outdated, to un-derstanding systems. With parents, teachers, andchildren not believing there is need for change, itis unlikely that communities, states, and the nationwill provide the resources that are necessary tostrengthen schools. In this environment and withthese attitudes, the national goals are not likely tobe realized.

Five Steps to Managing Change

Superintendents are quite possibly the only peoplewho are in a position to orchestrate the changeprocess that will help to develop the will to updateand improve our educational system. There arefive steps that are basic to the management ofchange in schools:

1. Build awareness of the need

2. Identify adult roles/responsibilities that aredesired in graduating students

3. Identify the skills that are needed for stu-dents to play these adult roles

4. Develop an implementation plan

5. Undertake implementation

Step 1. Raise Awareness.

The Rand Corporation has studied 25 school dis-tricts that have made significant and effectivechange in their communities. Each of these dis-tricts started with awareness raising which devel-oped ownership within the community of the prob-lem.

In order to begin to build a will for improvingeducation in American, there will need to be achange in the values and ideas of teachers, parentsand others in their commuities. Superintendentsmust empower others to nurture this awareness.Without this discovery among teachers, parents,business people, and others, there will not bechange.

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Educators will not be effective if they try to lead aparade for change. They will need to find otherswho understand the issues and can raise aware-ness in the schools and the community. Educatorswill have to manage this parade from the back ofthe line.

Step 2. Identify Adult Roles.

In planning a campaign for change, superinten-dents will need to help school staff and commu-nity members identify the adult roles for whichthey want children to be prepared. Once theseroles are listed, they should be compared againstthe curriculum in schools and the teaching tech-niques that are being used. It will be striking tonote the lack of a match among our expectationsfor children and the experiences they are havingin school.

Step 3. Identify The Skills That Are Needed.

The following skills that are necessary for successin adult roles were identified at a recent interna-tional conference on education:

Basic skillsKeyboardingData manipulationProblem solving/decision makingSystems of technologyResource managementEconomies of workHuman relationsApplied math and scienceCareer planning

A $4.6 million business/industry sponsored re-search study asked American teachers to identifythe skills that people need and use. In the area oflanguage arts, the following three functions wereidentified:

o Reading

o Writing

o Speaking and listening

Each function was related to three generally ac-cepted applications. For example:


o Reading for personal response, such as read-ing a novel

o Reading for information

o Reading for critical analysis

For each of these applications, there is a contin-uum of learning on which student achievementshould be measured. This continuum is based onBloom's Taxonomy:

o Awareness

o Understanding/comprehension

o Application

o Analysis

o Synthesis

o Evaluation

For adult roles in society and at work, speakingand listening are used the most; reading for per-sonal response is used the least. Our educationalsystem, however, puts most of its time, and itstesting, on reading for personal response. Thestudy found that of the 47 states that have readingtests, most of the test is on reading for personalresponse. Educators in Europe and Asia havelooked at these results and determined that theymust change their curriculum to teach reading forinformation and then move to reading for criticalanalysis. In this country we still have a disconnectbetween how and what we teach and the results wewant.

Superintendents who desire to effect change intheir districts should not suggest changes to thecurriculum. Rather, they should facilitate discus-sions about adult roles and the taxonomy of skills.From these discussions will come community-driven requests for change in the curriculum.

Step 4. Develop an Implementation Plan.

Once there is a desire in a community to change,the next step is to define the negotiables and thenon-negotiables. The list of non-negotiables

becomes shorter in communities that are trulylooking to change. Issues such as the length of theschool day and year, changes in the teachers'contract, the existing testing process, and stateand federal mandates become less rigid require-ments when the community becomes involved inthe change process.

Step 5. Undertake an Implementation Plan.

Examples of implementation:

o Occupational Education

In America, vocational education providesjob specific training in "protected occupa-tions," which are occupations that would existregardless of the economy of the area. Theseareas include auto mechanics, cosmetology,clerk typists, etc. In Europe and Asia, voca-tional education has moved totally into "stra-tegic occupations," which are defined as thosewhich are unique to a specific region or whichattract new business into an area. Strategicoccupations are connected to economic growthand development, not to maintaining the ex-isting economy. They also generally includehigher paying industries that require higherskill levels and that can build strong relation-ships with higher education systems.

A study by Ohio State has shown that occupa-tional education students are outpaced bycollege-bound students in salary three to fiveyears after they - and their cohort - leave col-lege. The Tech-Prep movement is a step inthe right direction but would be improved if itwere focused on strategic occupations.

o Applied Physics Exam in Japan

A case in point: A typical applied phisicsexam in Japan was administered to a class of48 students, which included two children withDown's Syndrome.

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The exam had two parts:

1. 60 points - 90 minutes

Multiple choice and short essay questions

2. 40 points 90 minutes

A broken piece of equipment is brought intothe room. The teacher leaves the room afterdescribing four tasks to be accomplished andgiving students the following directions:

"As you work on this problem, you are to workas a Team. The lowest score that is receivedon this part of the test will be the grade forevery student. Students may use any re-sources available to them, in and out of theclassroom."

Tasks:

1. Fix the machine.

2. In precise and technical language, describein writing the steps that were taken to fixthe machine.

3. Process three materials, a potato, a pieceof tin, and cloth, in the machine and de-scribe the concepts involved in eachprocessing.

4. Describe how you organized the studentsin the class to accomplish the tasks in thistest.

This example has significant implications as wethink about curriculum.

o Does this example belong in science, English,math, or which discipline?

o How does it mesh with the kinds of skills thatbusiness is seeking in its quest for TotalQuality Management?

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o Does it speak to the cooperation we want infamilies and in society'?

o We have teachers who would like to give thesekinds of tests. How do we nurture them?

o Polk County, North Carolina

After assessing their students and determin-ing they were only at "Understanding" onBloom s Taxonomy, Polk County undertook acomprehensive effort to decompartmentalizeits curriculum and to move students to Level 3,or "Application." The curriculum was rede-signed to ensure that all students were at the"reading for understanding" level at the endof grade 9. In grades 10 and 11 teachers teachfor "Application," with teachers from differ-ent disciplines developing tests for each other.In grade 12, a thematic approach is used thatintegrates all of the curriculum.

School reform is about what happens in class-rooms when teachers close their doors. In order toknow that reforms will occur and that there is thewill to change, values and attitudes must change. Ittakes time to get all five of these steps accom-plished, but once the spirit is in the wind, changecan begin in a very short time.

Willard Daggett is Director of the International Cen-ter for Leadership in Schenectady, NY. The Centerprovides consultative services and research on em-ployment and educational issues to education andbusiness associations in North America, Europe, andAsia.

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SCHOOL-BASED IMPROVEMENT PROJECT YEAR 11 - 1992-1993

OUTCOMES-BASED PLANNING FOR SCHOOLIMPROVEMENT

LAURENCE ROWE, Assistant SuperintendentJohnson City Central School District, New York

THEMES

The purpose of Outcomes-Based Education is todetermine the issues and elements that are reallyimportant in a school and in a district and to workto achieve success with children in these areas.

Outcomes Based Education is a process, not a so-lution. It raises questions about education ratherthan providing answers.

HIGHLIGHTS

Outcomes-Based Education helps to bring aboutchange that people are committed to and willimplement - even when others are not watching.After being trained in many other change efforts,people return to their prior behaviors. Outcomes-Based Education works by involving people inunderstanding the benefits of change in a way thatbuilds in a commitment that lasts. Many changeprograms put 90% of their effort into introducingthe change and 10% into support for the newbehaviors and skills that are needed. Outcomes-Based Education provides teachers with the sup-port, information, and skills that they need.

In Johnson City, NY, five questions are the basisof Outcomes-Based Education:

1. Do you think it is important to come to anagreement on the outcomes that are impor-tant to children in this system?

2. Do you believe it is important that we cometo agreement on a few key beliefs that we allsubscribe to regarding children?

3. Should we consult the research on teachingand learning as we develop our educationalplans for the district?

4. Once we come to consensus on what wewant, believe, and know, should we use thisinform Won to drive our practices inschools, classrooms, and in the district?

5. Should we all act in such a way as to contri-bute to building a climate in our classroomsthat satisfies human needs?

These five critical question are used to screen allactivity and to determine that actions taken areconsistent with what we want, believe, know, andagree is "need satisfying." Answering these ques-tions has moved Johnson City from a top down toa consensus-based organization.

Implementation

As Johnson City implemented Outcomes-BasedEducation, staff were asked to identify the out-comes they wanted for children at the end of eachunit. Staff drew on the research and existingknowledge to identify these outcomes. Takinginto consideration what they wanted for children,what they believed about children, and what theyknew from the literature, they identified four ExitBehaviors they wanted for each child:

o self-direction

o self-esteem

o capacity to think

o concern for others

Through contributing to the identification anddevelopment of these behaviors, teachers havebecome self-motivated and self-directed to workto ensure that students meet these goals.

As teachers began to implement their °Litt_ ome-driven goals for students, they noted discrepan-cies between what they wanted to do and whatthey were doing. For example:

o Expectation theory indicated that homoge-neous grouping was labeling children andcontributing to lower performance levels.


o Hiring practices needed to ensure triat newteachers were prepared to constantly re-evaluate their practice and to remain currenton research and pedagogy.

o Teachers' behaviors in the classroom had tobe modified to ensure that they wereaddressing the needs of children.

The challenge facing administrators was to helpteachers engage in self-assessment that helpedthem to identify and acknowledge their own "dis-crepancies." One strategy was to encourage staffto bring into the school current literature. Thestaff then reviewed the literature together andagreed upon the research in which they had themost confidence. In reviewing literature, threecriteria were used:

o the size of the sample being studied

o consistency of results over an adequateperiod of time

o replication over a long period of time

Learning Objectives and Outcomes

School staff at all grades must identify the learningobjectives they have for children at the start ofevery teaching unit. All students must meet specificessential standards to be certified in this unit.Teachers also can identify enrichment and excep-tional objectives for students who are faster learn-ers.

o Initially, test scores for students declined.However, once teachers began to implementoutcomes based goals, the scores started torise. Presently, the Johnson City Schools havethe 2nd highest scores in all of the BOCES(regional districts) and are 25% higher thanthe state average. In addition, the districtenjoys a 2.7% dropout rate.

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Grading

Grades are given only for quality learning. Failingmarks are not given as the district does not want to"certify failure." The lowest grades that can begiven must equal no lower than "80." Initially, "A,""B," and "C" grades were given. In the 1980's, thesegrades were changed to Mastery, Mastery Plus,etc. This system has evolved into no grades in K-3, with students' performance indicated on a con-tinuum in language arts and mathematics. Pres-ently the district is moving toward students' self-assessment and teachers' assessment on reportcards.

In the elementary schools, there are currently 14different forms of report cards being employed inthe different schools. At the high school level,students receive an "80" or better or an incom-plete. For students who will not be able to reachthe "80," exceptions are made. The district oper-ates on the premise that you do not get what youinspect: you get what you expect.

Critical Variables

Three critical variables have been identified thatimpact student outcomes. Teachers are encour-aged to develop ways to manipulate these vari-ables in order to enhance student learning. Thesevariables are:

o time on task

o mode of teaching and learning

o relationships

Team Teaching

Team teaching has been a major tool for teachersas they seek to ensure that all children learn at ahigh level. Schools determine their own teamstructure, based on their assessment of the organi-zation which will be most effective for children.Some teachers at the elementary level have cho-sen to form vertical (across grades) or horizontal(same grade) teams, with one school verticallyteaming teachers in grades 1-4.


o Through interdisciplinary teams at the middleschool, teachers are able, for example, to in-crease the time that a student can work on aproblem area to increase his or her potentialfor learning.

o The high school is more traditional. Afterexperimenting with team teaching andaltered time frames, the high school is pres-ently organized into self-contained classrooms.Some teachers are piloting a teaming modelwith some marginal students. They will reporttheir outcomes to the staff so that others canassess their interest in adopting this approach.

Testing

The high school is strongly committed to avoidingthe "teach-test-flunk" syndrome. Students cannottake a summative test unless they have demon-strated that they are ready. The day before amajor test, students work cooperatively with eachother to validate their own and each others' knowl-edge and indicate that they are ready for the test.

Integration

The schools have totally integrated special educa-tion students into regular classrooms. There areno remedial teachers or pull-out classes. Fundsfrom Chapter 1 are used to hire instructional assis-tants for the classrooms. These assistants helpteachers to manipulate time and work with stu-dents so that students get the assistance they need.In order to avoid communication gaps, these assis-tants meet with teachers to learn about the needsof children. This belief in integration is stronglystated in the mission statement.

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Professional Development

All teachers receive 10 full days of professional de-velopment a year during the summer, by contrac-tual arrangement. During the previous year, thedistrict used several approaches to generate infor-mation on the needs of teachers for new knowl-edge and skills that will be addressed in thesummer. Teachers play a major role in identifyingthe topics they would like the summer training tocover. During the school year, teachers' in-servicedays are used to reflect on the effectiveness of thesummer training, the degree to which it is meetingneeds, and any supplementary information that isneeded. In addition, principals meet each weekfor 40 minutes with each team to help them engagein self-reflection on their effectiveness and to dis-cuss strategies for addressing the needs of allchildren.

The key to the effectiveness of Outcomes-BasedEducation has been the district's commitment torevisiting its mission statement to ensure that itcontinually affirms its commitment to providingthe highest possible learning outcomes for allstudents. This review and revision of the missionstatement affirms Outcomes-Based Education asa flexible process for strengthening studentlearning.

Laurence Rowe has been Assistant Superintendent ofthe Johnson City Central School District in New Yorkfor the past 18 years. He was instrumental in devel-oping the Outcomes-Based Education Program inthe middle school and has provided consultation tonumerous districts throughout the country in the ini-tiation and development of outcomes-based programs.

APPENDIX:

SCHOOL-BASED IMPROVEMENT PROJECTADVISORY COMMITTEE MEMBERS

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SCHOOL BASED IMPROVEMENT PROJECT:ADVISORY COMMITTEE MEMBERS

1992 - 1993

Robert V. AntonucciCommissionerMassachusetts Department ofEducation1385 Hancock StreetQuincy, MA 02169(617) 770-7300

Jack Begley, SuperintendentEast Brookfield/Spencer PublicSchoolsMain StreetSpencer, MA 01562(503) 885-6331

Denise Blumenthal, DirectorMassachusetts LeadershipCenterThe Regional Laboratory300 Brickstone SquareSuite 900Andover, MA 01810(508) 470-0098

Irwin Blumer, Superintendent.Newton Public Schools100 Walnut StreetNewtonville, MA 02160(617) 552-7590

John Correiro, SuperintendentFall River Public Schools417 Rock StreetFall River, MA 02720(508) 675-8420

Dennis DiSalvo, SuperintendentNorthborough-SouthboroughPublic SchoolsBartlett StreetNorthborough, MA 01532(508) 393-2478

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David DonavelEnglish TeacherMasconomet Regional HighSchool20 Endicott RoadTopsfield, MA 01983(508) 887-2323

Earl Forman, ManagerChemical Specifications andEnvironmental AnalysisPolaroid Corporation750 Main Street 3CCambridge, MA 02139(617) 577-3976

Susan Freedman, DirectorOffice of Community EducationMassachusetts Department ofEducation1385 Hancock StreetQuincy, MA 02169(617) 770-7502

Jay Heubert, AssistantProfessorHarvard Graduate School ofEducation465 Gutman LibraryAppian WayCambridge, MA 02138(617) 495-3575

Sue Ellen Hogan, PrincipalC.G. McDonough City School43 French StreetLowell, MA 01852(508) 937-8987

Peter Holland, SuperintendentBelmont Public Schools644 Pleasant StreetBelmont, MA 02178(617) 484-4180

Membership List (Continued)

Clifford JaneyEast Zone SuperintendentBoston Public SchoolsEast Zone Office1216 Dorchester AvenueBoston, MA 02125(617) 282-3440

Sarah MichaelsChair of the EductionDepartmentClark UniversityWorcester, MA 01610-1477(508) 793-7221

Ross ZerchykovCommunity Education SpecialistOffice of Community EducationMassachusetts Department ofEducation1385 Hancock StreetQuincy, MA 02169(617) 770-7592

Peter Negroni, SuperintendentSpringfield Public Schools195 State StreetSpringfield, MA 01103(413) 787-7087

Raymond RosatoneDirector of PersonnelHaverhill Public Schools4 Summer StreetHaverhill, MA 01830(508) 374-3400

Claire Sheff, SuperintendentHull Public Schools81 Central AvenueHull, MA 02045(617) 925-0771

Fred Tirrell, SuperintendentNeedham Public Schools1330 Highland AvenueNeedham, MA 02192(617) 455-0420

Larry WeinsteinVice-Chair, School CommitteeCambridge Public Schools25 Sherman StreetCambridge, MA 02138(617) 891-2918

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Documents

DOCUMENT RESUME ED 359 617 TITLE …DOCUMENT RESUME ED 359 617 EA 025 050 TITLE The Superintendents' Leadership Role in School-Based Improvement, Year II: Documentation of Colloquia