The AUSL Way: Moving from "Good" to "Truly Excellent"

Autor/inn/en	Iyengar, Nithin; Lewis-LaMonica, Kate; Perigo, Mike
Institution	Bridgespan Group
Titel	The AUSL Way: Moving from "Good" to "Truly Excellent"
Quelle	(2017), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Innovation; School Turnaround; Public Schools; School Districts; School District Autonomy; Educational Improvement; Student Improvement; Educational Objectives; Nonprofit Organizations; Accountability; Governing Boards; Partnerships in Education; Urban Schools; Charter Schools; Leadership; Teacher Education Programs; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Instructional innovation; Bildungsinnovation; Public school; Öffentliche Schule; School district; Schulbezirk; School districts; Autonomy; School autonomy; Schulautonomie; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Nonprofit-Organisation; Verantwortung; Governing body; Governing bodies; Leitungsgremium; Hochschulpartnerschaft; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Führung; Führungsposition
Abstract	This article is part of a Bridgespan Group research project that focuses on a new wave of district-led "innovation zones" that holds promise to overcome the challenges of turning around failing schools and deliver significant improvements in student outcomes. This new wave provides a subset of district schools with control over staffing, curriculum, and budgeting. Such autonomy often is guaranteed by a contractual agreement and enabled by state law that can sustain the zone despite potential changes in district leadership. The schools are sometimes operated by a nonprofit that is held accountable to the school district for significant improvement in student outcomes. The research highlights the experiences of five school districts that are vanguards of this new wave of innovation zones--Chicago; Denver; Indianapolis; Memphis, Tennessee; and Springfield, Massachusetts. These innovation zones reveal certain design features that place a focus on improving teaching and learning over multiple years--the heart of any successful turnaround effort. Specifically promising innovation zones: (1) set ambitious goals; (2) guarantee autonomy; (3) improve teaching and learning; (4) follow the students; and (5) are sustainable, scalable, and built to last. The article looks in detail at the Academy for Urban School Leadership (AUSL) in the Chicago Public Schools (CPS) district. AUSL is a nonprofit with the goal of providing CPS with high-quality teachers prepared to succeed within the demanding conditions of failing urban schools. [For the full report on all five school district innovation zones, "School District Innovation Zones: A New Wave of District-Led Efforts to Improve Economic Mobility," see ED582407.] (ERIC).
Anmerkungen	Bridgespan Group. 535 Boylston Street 10th Floor, Boston, MA 02116. Tel: 617-572-2833; e-mail: contact@bridgespan.org; Web site: http://www.bridgespan.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01