Local Control and Accountability

How to Get It, Keep It, and Improve School Performance
1. Auflage 1996
ISBN: 978-0-8039-6412-9
Verlag: Corwin

Buch, Englisch, 136 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 215 g

Make your school more accountable for student and program performance. Sagor shows you how to: * Exercise your on-site authority * Make a positive impact on teaching and learning * Help yourself and your staff develop problem-solving skills * Share information critical to ensuring school success * Implement a viable reward system to recognize improved teacher performance These skills can mean real success for your school's local control efforts. Encourage your teachers to hold themselves accountable for their work's end product - a better education for their students.

Autoren/Hrsg.

Sagor, Richard

Sagor, Richard D.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung

Inhaltsverzeichnis

Why Be Concerned about Accountability?
How Are Decisions Made Now? What Should Change?
The Three Building Blocks of Accountability
Vision Setting, Action Research, and Performance Assessment
Reducing the Risk of School Failure
Getting Major System Changes in Place
Confronting Literacy Concerns Head On
Arbitrating Conflicts over Inclusion
Gaining Support for Local Initiatives
Bringing Out the Best in Teachers and Programs

Über Autor(innen)

Sagor, Richard D.
Richard Sagor recently retired from his position as professor and director of the Educational Leadership Program at Lewis & Clark College. In 1997 he founded ISIE (pronounced “I see”), the Institute for the Study of Inquiry in Education, to work with schools and educational organizations on the use of action research and data-based school improvement while he was a professor of educational leadership at Washington State University (WSU).
Prior to his work at the university level, Sagor had 14 years of public school administrative experience, including service as an assistant superintendent, high school principal, instruction vice principal, disciplinary vice principal, and alternative school head teacher. He has taught the entire range of students, from the gifted to the learning disabled, in the areas of social studies, reading, and written composition.
Educated in the public schools of New York, Sagor received his BA from New York University and two MA degrees as well as a PhD in Curriculum and Instruction from the University of Oregon.
Beyond his work as a teacher and administrator, Sagor has had extensive international consulting experience. He served as a site visitor for the United States Department of Education’s Secondary School Recognition Program and has worked with the Department of Defense’s overseas schools, numerous state departments of education, and over 200 separate school districts across North America. His consulting has focused primarily on leadership development, the use of data with standards-based school improvement, collaborative action research, teacher motivation, and teaching at-risk youth.
His articles on school reform and action research have received awards from the National Association of Secondary School Principals and the Educational Press Association of America. Sagor’s books include The TQE Principal: A Transformed Leader; At-Risk Students: Reaching and Teaching Them; How To Conduct Collaborative Action Research; Local Control and Accountability: How to Get It, Keep It, and Improve School Performance; Guiding School Improvement With Action Research; Motivating Students and Teachers in an Era of Standards; and Collaborative Action Research for Professional Learning Communities.
Sagor can be contacted at the Institute for the Study of Inquiry in Education, 16420 SE McGillivray, Suite 103–239, Vancouver, WA 98683, or by e-mail at [e-mail].