Building Coherent Instructional Practice in Low-Performing Schools and Classrooms
Printer-friendly versionInstructional practices and student performance vary more from classroom to classroom within individual schools than among groups of schools, especially low performing schools. Consequently, the teacher a student receives is much more important than the school he or she attends. Improving low-performing schools requires building a coherent instructional culture across classrooms, among adults and students within schools, and between schools and their communities. This session will address the practices school leaders can employ to ameliorate incoherent instructional practices in low-performing schools.
Richard F. Elmore, Gregory R. Anrig Professor of Educational Leadership, Harvard Graduate School of Education
Presented:
November 14 2009 
- Region:
