Sierra Vista and Sunrise are Title I, K-5 schools in the same state. Both serve approximately 600 students and both have struggled to improve student achievement and attendance during the past five years. Several years ago each school decided to initiate a comprehensive school reform (CSR) program. The schools' CSR programs included adoption of the same national reform model. After the first two years of implementing their program, Sierra Vista staff strongly believed they were headed in the right direction as indicated by a change in student and teacher attitude. Everyone seemed energized and enthusiastic, and a new spirit of collaboration pervaded the campus. The school also saw some small improvements in standardized test scores. After two years of implementing their reform program, Sunrise staff decided to drop the program. Teachers felt burned out and overwhelmed and were disappointed that test scores had not shown dramatic improvement.

Why did one school do so well with their CSR program, while the other floundered? There probably is not any one strategy that assures a school will do well implementing comprehensive school reform, rather it takes a combination of strategies to help ensure success.

In 1992, based on her work and that of her colleagues, researcher Shirley Hord described six actions a facilitative leader may take to foster school change:

• Creating a context conducive to change

• Developing and communicating a shared vision

• Planning and providing resources

• Investing in training and professional development

• Monitoring and checking progress

• Continuing to give assistance

These strategies focus on eliminating barriers that can hinder school reform and success. However implementation of these strategies requires leadership—facilitative leadership—to ensure the strategies are carried out. Consequently the primary burden of the reform effort may lie with the principal and superintendent although others may play important leadership roles throughout the process. A principal or superintendent who is a facilitative leader will encourage teachers to take on many of these leadership roles. It is important to remember, however, that teachers have the most important role of all—carrying out the reform effort in the classroom!

To illustrate these six strategies, we will first examine their definitions in depth, then see how they played out at Sierra Vista and Sunrise, our case study schools. Keep in mind that school reform is a PROCESS, and these strategies, when carried out, are not necessarily linear, but ongoing and overlapping.