Teachers in high-need school reform

Abstract

This chapter is written to highlight the pivotal role of teachers in high-need school reform, reviewing research findings over the past four decades since the publication of A Nation at Risk in the United States and reports from a variety of sources around the globe. While there have been extensive summaries of how teachers changing their instructional practices, improving curriculum plans and assessment designs, and serving in leadership roles can significantly influence the outcome of a reform initiative, we draw on the wide range of educational literature and our own research in an effort to frame some of the dynamics and optimal conditions for positive school change.