Staff Development, and
Chapters 3 and 4 examined the philosophical and practical under‐ pinnings of Effective Schools. If classrooms and schools change fundamentally, as we illustrated in Chapter 3, then the Effective Schools Process can produce a wave of change that will ripple through the district. Changing the classroom ultimately can presage changing how superintendents and central office administrators operate, how principals exercise leadership, how school boards function, and how parents and other community members invest themselves and their resources in education.
In Chapter 4, we broadened our focus to examine why the basic culture of a school — and, in turn, a district — must be transformed. We said that the Effective Schools Process must permeate a school system, or else the changes in classrooms will become isolated and eventually will simply wither away.
In this chapter, we examine some of the specific emphases of the Effective Schools Process, namely, curriculum development, student assessment, staff development, and accountability. By attending to these specific areas, educators increase the likelihood that basic change at the classroom level and more pervasive cultural change throughout a school and district will root, grow, and ultimately flourish.
For the last several years many states have been attempting to align state school codes, education policy, and assessment or oversight procedures with Effective Schools and school effec