Varied sources of instructional leadership. Focus on improvement of instruction. Avoidance of elaborate schemes focused on training all staff in the details of a particular technique at the beginning of a project. Sharply focused improvement goals. Significant technical assistance.
Data drives decisions and actions.
Avoidance of bureaucratic processes that stress forms and checklists and other rigidly applied mandated components. Use of proven materials, methods and approaches. Student progress should be defined by the school rather than by scores on achievement tests alone. Primary focus of school improvement should be on teaching and learning. Staff development should include training and immediate, sustained classroom and school implementation characterized by collaborative support, peer coaching and study of the improvement effort.