This chapter examines the perceptions of school leaders of the School Improvement Zone (SIZ), a landmark intervention program intended to advance student achievement while eliminating low performance in 39 geographically noncontiguous low-performing schools in a large urban district in the United States. Primary components of the initiative include (a) a core literacy program that extends from pre-kindergarten through grade 12 and is consistent across all Zone schools, (b) a structured curriculum and instructional strategies that build across grade and school levels, (c) an extended day and school year, (d) the provision of extensive professional development activities for Zone school teachers and administrators, partnerships with universities and community groups, and (e) Student Development Teams to bring together social workers and psychologists to focus on prevention strategies rather than treatment for struggling students.
Alfred, M.V. and Normore, A.H. (2010), "Developing school leaders in times of radical change: Investigating the school improvement zone of a large urban school district in United States", Normore, A.H. (Ed.) Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership (Advances in Educational Administration, Vol. 11), Emerald Group Publishing Limited, Bingley, pp. 163-186. https://doi.org/10.1108/S1479-3660(2010)0000011012
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