Description
Book SynopsisStandards-based education (SBE) has been the dominant educational reform movement since the early 1980s, reinforced by federal and state accountability systems. This book examines the efforts of educational leaders in implementing SBE to improve student achievement in a variety of demographic contexts but with common challenges. Four stages of SBE implementation are identified that focus on strong district leadership of the articulation of how SBE can benefit students, an investment in collaborative structures and teacher training, and the facilitation of dialogue among all educational stakeholders. The descriptions of leadership actions and educator development at each stage can serve as a guide for educators and policy makers to assess which stage schools and districts are in and what steps can be taken to effectively move SBE reform efforts forward. The reflective questions for district, school, and teacher leaders at each stage can facilitate the dialogues that can ensure that SBE reform supports changes in classroom instruction that improve the learning opportunities and educational outcomes of all students.
Trade ReviewDr. Vogel has explained what a standard based system should be and what it can evolve too. I have, as a school superintendent, for years tried to achieve to a new level of standards. Dr. Vogel articulated what that looks like. The case studies are so excellent that one can go out and easily identify those positive deviants that will promote evolutionary growth in understanding and delivery of a standard based approach that so strongly influences student growth and achievement. This book will be a leadinginstrument in leading school districts, schools and departments in their PLC studies and discussion on standards based systems. I have been waiting for someone who could put into words and help people comprehend the distinct stages and levels of standardsbased systems. Dr. Vogel has achieved that in her book! This book lays out exactly the reflective questions that need to be asked, and provides the frame work for development of a rubric to measure your school and district to reach an understanding of where they are in a working standards systems. -- Randy Zila, former superintendent of St. Vrain School District, Colorado and Colorado Superintendent of the Year 2007 and Colorado Superint
Teachers, administrators, and policymakers interested in looking at the "big picture" of standards based education would do well by reading Leading Standards-based Educational Reform. Even though I have 27 years of experience working in our public schools, this book has provided me a better insight as to how standards based education has truly impacted public education. -- Ricardo LeBlanc-Esparza, former principal of Granger High School, Washington
This is an excellent synthesis of SBE research and current educational trends. As a principal, I find great value in the description of each stage and the graphic organizers. These organizers can be used to support teacher development and to facilitate leaders' vision in implementing SBE. -- Michelle Johnstone, principal, St. Vrain School District, Colorado
The book is strong in its appeal to a variety of readers, especially: district leaders, principals, and teachers. The voice is strong, informed, and convincing. The reader appreciates all of the references that help build the case and support the premises. The message is an outstanding synthesis of what we know about SBE. It is not only informative, but offers great hope that this model for teaching and learning works and can make all the difference for the future of public education. It promotes a modelthat aligns with the thinking of our most important researchers and educators. It confirms in my mind what I know and believe about the teaching and learning cycle, and how becoming student-centered is the piece that is missing in our current practices.The format/layout of the book is outstanding. The book builds layer upon layer, beginning with the history of standards, case studies, stages 1-4, and implications for change. Within these key structures, points to remember and reflective questions werea huge help in building my understanding. The charts were also very helpful. Using the voices and experiences of practicing teachers and administrators adds interest and credibility. I appreciate the differentiation and distinction between leadership act -- Margo Walsh,, Building Administrator, Adams 12 District, Colorado
Dr. Vogel's book is a valuable guide for practicing school leaders wanting to implement standards-based education reform in their district. Her work, supported by original research on school districts in the process of implementing standards-based education, outlines the necessary steps, time frames, and pitfalls that school leaders can expect when they begin the reform process. This easy to read book breaks the standards-based reform process into manageable components for optimal results. School leaders can achieve their desired reform much more effectively and with less frustration through this well-researched step-by-step guide. -- Dave Eggen, Elementary Principal
Dr. Vogel has explained what a standard based system should be and what it can evolve too. I have, as a school superintendent, for years tried to achieve to a new level of standards. Dr. Vogel articulated what that looks like. The case studies are so excellent that one can go out and easily identify those positive deviants that will promote evolutionary growth in understanding and delivery of a standard based approach that so strongly influences student growth and achievement. This book will be a leading instrument in leading school districts, schools and departments in their PLC studies and discussion on standards based systems. I have been waiting for someone who could put into words and help people comprehend the distinct stages and levels of standards based systems. Dr. Vogel has achieved that in her book! This book lays out exactly the reflective questions that need to be asked, and provides the frame work for development of a rubric to measure your school and district to reach an understanding of where they are in a working standards systems." -- Randy Zila, former superintendent of St. Vrain School District, Colorado and Colorado Superintendent of the Year 2007 and Colorado Superinte
The book is strong in its appeal to a variety of readers, especially: district leaders, principals, and teachers. The voice is strong, informed, and convincing. The reader appreciates all of the references that help build the case and support the premises. The message is an outstanding synthesis of what we know about SBE. It is not only informative, but offers great hope that this model for teaching and learning works and can make all the difference for the future of public education. It promotes a model that aligns with the thinking of our most important researchers and educators. It confirms in my mind what I know and believe about the teaching and learning cycle, and how becoming student-centered is the piece that is missing in our current practices. The format/layout of the book is outstanding. The book builds layer upon layer, beginning with the history of standards, case studies, stages 1-4, and implications for change. Within these key structures, points to remember and reflective questions were a huge help in building my understanding. The charts were also very helpful. Using the voices and experiences of practicing teachers and administrators adds interest and credibility. I appreciate the differentiation and distinction between leadership actions and teacher actions. It will serve as a guide for the readers as we work to implement SBE in our schools. Many of the notes I took from the book relate to my principal position next year. I will use the reflective questions with my staff. I will share what the work of an SBE teacher looks like at each of the four stages so teachers can asses where they are. The stage four teacher's work will be used for the end in mind. These are exemplars for teachers who are striving to implement SBE at high levels. The stages serve as models for how using exemplars with students helps them see the expectations. This will help me differentiate and scaffold the learning for teachers. Suggestions for professional development are clear and concise. The Implementation -- Margo Walsh,, Building Administrator, Adams 12 District, Colorado
Table of ContentsChapter 1 Preface Chapter 2 I. Standards, Accountability, and Leadership Chapter 3 II. The Communities and Contexts of Change Chapter 4 III. Stage One: Initial Alignment-the Beginning of the Journey Chapter 5 IV. Stage Two: Transitional Data-Digging Deeper with Data Chapter 6 V. Stage Three: Transitional Assessment Chapter 7 VI. Stage Four: Standards-led Education Chapter 8 VII. Implications for Change
