When a school needs to improve, school leaders can approach it one of two ways—tell your staff what to do and how to do it, or work together to figure out what to do and how to do it. Because the direction you take will shape the success of your improvement efforts, it’s crucial to choose the approach that’s best for your school’s needs and will help reach your long-term achievement goals.
Bryan Goodwin, McREL President and CEO, takes a look at the case for direction and the case for empowerment in his latest Research Says column for ASCD’s Educational Leadership, “To Go Fast, Direct. To Go Far, Empower.” The choice, he finds, depends on whether your school needs quick results or to “break through performance ceilings.”
Studies on successful turnaround efforts, Goodwin writes, show that their leaders tend to have a “take-charge attitude” and have very clear expectations of staff, often establishing new instructional routines with off-the-shelf programs like America’s Choice, Success for All, etc. This directive approach works well when a school needs to execute teaching routines more effectively and implement curriculum more consistently.
However, research also shows that the resulting quick gains also tend to plateau, Goodwin notes, and many turnaround schools eventually begin to adapt their curriculum, working together to better align it with the needs of their students.
Read the entire column here.
Posted by McREL International.