We’ve done the easy part: setting the wheels in motion; the true test is what it can deliver and how quickly we get to work on executing reforms.
CALN is a joint initiative of three think tanks — NC's John Locke Foundation, and SC's Palmetto Promise Institute and SC Policy Council — to support school-board members.
The good news is that North Carolina institutions aren’t just producing good ideas about how to improve school leadership. They’re on the ground implementing them.
Few missions will be as important, and as challenging, as preparing the next generation of principals to lead North Carolina’s schools.
By some estimates, about a quarter of the entire effect of schooling on student learning is attributable to school leadership, directly or indirectly.
Local school boards in large districts offer superintendents such lucrative compensation packages that rural districts often have a tough time hiring and keeping competent or even mediocre leaders.
Teachers increasingly feel they have less control in the classroom; the education establishment's embrace of top-down reforms has worsened the problem.
Advocates of local control and a lean education bureaucracy have a new champion in Washington, D.C. Schools Chancellor Michelle Rhee. Hired last June by Mayor Adrian Fenty, the 37-year-old Teach for America alumnus and founder of The New Teacher Project has garnered national attention for her tough stance on bureaucratic accountability and education reform.
DENVER, CO — A report released from Mid-continent Research for Education and Learning (McREL) calls for a new approach to school improvement, one that balances a prescriptive content approach and a context-driven process approach.
Can one person change the course of history? Assuredly so: seminal events throughout our collective past illuminate the power of one life – lived well – to make a difference. What separates the wheat from the chaff? History’s most celebrated leaders are all defined by their unrelenting pursuit of excellence, whatever their chosen vocation.
SEATTLE, WA — States use licenses to control who becomes a principal, but do these licenses encompass the knowledge and skills those principals need to promote student learning? "When Learning Counts" examines this issue in full.
