tag:blogger.com,1999:blog-133521035538248322.post2404236441481406536..comments2023-12-24T05:39:44.753-06:00Comments on Mike Klonsky's Blog: Experts fly into town to make the necessary "tweaks"Mike Klonskyhttp://www.blogger.com/profile/02017021676773731024noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-133521035538248322.post-19024974064820186052011-07-13T02:57:07.695-05:002011-07-13T02:57:07.695-05:00Peterkin wrote a book in 2010. Here's a quick ...Peterkin wrote a book in 2010. Here's a quick bit. He sounds great, and he's not a Broad Foundation overnight sensation, who are having trouble in Philadelphia and elsewhere now.<br /><br />Focusing whole-system change on the improvement of instructional effectiveness requires that superintendents have an intimate understanding of the instructional core, which comes from deep and consistent observation of teaching and learning. Superintendents need to be engaging with teachers, school-level leaders, board members, and central office staff in conversations that lead to observation and analysis based on an understanding of what constitutes high-quality classroom instruction. <br /><br />As a colleague recently said to me, ‘‘You can’t lead changes to improve instruction if you don’t know how good instruction looks in real classrooms.’’ <br /><br />Without this knowledge, the superintendent and others have limited awareness of the real needs of teachers and students. When instruction is truly at the core, effective superintendents have their sights fixed on alignment across the school district. The superintendent is in the unique position to lead, direct, and manage the change process, and knowing the centrality of the instructional core must increasingly become<br />the basis for accountability for all adults in the school system. <br /><br />we'll see.<br />MaureenMaureennoreply@blogger.com