NOTE TO READERS:We would like to remind our readers that the six strategies are not linear, but cyclical and interactive.

Developing an atmosphere and context conducive to change—In a school context that encourages change and improvement, there is an atmosphere of trust. In such a context, the professional staff works collaboratively to reflect on their instruction and on how they are working to achieve their goals for students. Principals in these schools pay attention to the concerns of teachers and are never too busy to listen, interact with staff, and exhibit interest and support.

Developing and communicating a shared vision—Vision refers to mental pictures of what a school or its parts might look like in a changed and improved state—a preferred image of the future. A compelling vision for a school reflects the values held by individuals in a school and in the school community. The vision should help drive all decisions made at the school.

Planning and providing resources—After the vision is agreed upon, a school must prepare a comprehensive plan to serve as a roadmap to guide teachers and administrators along the path of school reform. How resources (including time, personnel, fiscal resources, materials, and physical space) are allocated at a school should reflect the school’s vision and its priorities.

Investing in professional development—School improvement efforts usually require that teachers learn new techniques and/or strategies to change practice. Investing in professional development means the school and district are committed to helping teachers learn new strategies and provide an environment of support that includes time for professional development, opportunities for practice, and follow-up coaching and feedback.

Monitoring and checking progress—Problems and challenges will accompany any school improvement effort, no matter how well planned. Problems can range from classroom management issues to new state mandates to student learning issues. These challenges are not necessarily negative and can result in an improved reform effort, if they are addressed promptly. Monitoring and checking progress incorporates formal and informal methods that may include standardized student testing, examining student data, or frequent principal visits to classrooms.

Continuing to give assistance—As teachers and administrators change their practice and implement new strategies and methodologies to support their school improvement plan, personal and management needs arise from time to time, requiring continuing assistance. As staff members move from novice to expert in their improvement efforts, technical assistance should be structured to accommodate these changes in expertise. Not only do facilitative leaders provide coaching and technical assistance as needed, but they look for and applaud positive progress on the part of each staff member.

Comprehensive School Reform (CSR)—A research-based approach to school improvement in which schools focus on meeting the needs of all students. The key word is comprehensive; the school improvement plans are not piecemeal but integrate all factors that influence teaching and learning.

Comprehensive School Reform Demonstration (CSRD) program—This federal appropriation assists low-performing schools in implementing effective research-based school improvement models. These models help schools address the needs identified in their school improvement plans. The funding was first appropriated in FY98. State agencies applied for funding, then held competitions in their respective states, making awards of at least $50,000 to the winning schools which had developed comprehensive reform plans.

Professional Learning Community (PLC)—An organizational arrangement in a school where teachers and administrators establish collegial relationships to continuously seek and share learning and then act on what they learn in order to enhance their effectiveness as professionals. In a PLC, the principal shares leadership—and thus power and authority—through inviting staff input in decision making. There is also collective learning among staff and application of that learning to solutions that address students’ needs. Research literature has shown that effective PLCs also have a shared vision that is developed from the staff’s unwavering commitment to students’ learning and is consistently articulated and referenced in the staff’s work. Effective PLCs also provide coaching, support, assistance, and feedback for teachers.