"Cease dependence on inspection to achieve quality. Eliminate the need for inspection on a mass basis by building quality into the product in the first place."
There is typically no documentation of how a school got to be
"effective," that is, how it instituted changes or used research findings in
ways that ultimately affected children's learning (p. 3).
The
context in which those seeking to improve schools find themselves creates a
set of conditions that may present bridges or barriers to change.
By encouraging the development of those
factors that facilitate change or nurturing them if they already exist,
leaders increase the opportunity for change to become a permanent part of
the school environment.