Publication Date: April 24, 2009
Series: series on school reform
This book shows how school improvement efforts are often undermined by the changing conditions around schools, as well as by some of the very policies and programs designed to help them make improvements. Hatch argues that schools cannot wait around for conditions to improve or for policymakers to figure out how to provide the “right” support. Schools need to create the conditions for their own success. To help them accomplish that, the author describes a small set of key practices that schools can use to get resources, manage external demands, and build their capacity to make and sustain improvements over time.
Drawing on the stories of real schools, this important book:
Thomas Hatch is an associate professor at Teachers College, Columbia University and Codirector of the National Center for Restructuring Education, Schools, and Teaching (NCREST). His books include the coedited volume Going Public with Our Teaching: An Anthology of Practice.
“A wise synthesis of how to effect meaningful, lasting, positive changes in schools.”
—Howard Gardner, Harvard Graduate School of Education
“A must have for those ready to tackle large-scale reform in order to get new results.”
—Michael Fullan, University of Toronto
“Gives educators an effective map by which to guide their thinking."
—Richard A. Middleton, Superintendent, San Antonio, Texas