The Power of Leadership, Collaboration And, Professional Development the Story of the Smart Consortium

Paul R. Williams; Anna Maria Tabernik; Terry Krivak

doi:10.1177/0013124509331606

The Power of Leadership, Collaboration And, Professional Development the Story of the Smart Consortium

Paul R. Williams, Anna Maria Tabernik, Terry Krivak

Research output: Contribution to journal › Article › peer-review

Abstract

Few researchers support the belief that a school superintendent can drive improvements in student achievement. The Science and Mathematics Achievement Required for Tomorrow ( SMART ) Consortium was formed in northeast Ohio in 1998 with the belief that superintendents can have a measurable effect on student learning. The goal of this collaboration was to promote continuous improvement in mathematics and science achievement. The consortium 's urban constituency ranged in size from 4,000 to 76,500. SMART superintendents led and supported the initiatives in which principals and teachers participated. Superintendent commitment and support empowered teachers to risk change and provided them with effective teaching tools and methods.

Original language	American English
Journal	Education and Urban Society
Volume	41
DOIs	https://doi.org/10.1177/0013124509331606
State	Published - May 1 2009

Disciplines

Adult and Continuing Education Administration
Education
Educational Administration and Supervision
Student Counseling and Personnel Services

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10.1177/0013124509331606License: CC BY

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title = "The Power of Leadership, Collaboration And, Professional Development the Story of the Smart Consortium",

abstract = " Few researchers support the belief that a school superintendent can drive improvements in student achievement. The Science and Mathematics Achievement Required for Tomorrow ( SMART ) Consortium was formed in northeast Ohio in 1998 with the belief that superintendents can have a measurable effect on student learning. The goal of this collaboration was to promote continuous improvement in mathematics and science achievement. The consortium 's urban constituency ranged in size from 4,000 to 76,500. SMART superintendents led and supported the initiatives in which principals and teachers participated. Superintendent commitment and support empowered teachers to risk change and provided them with effective teaching tools and methods.",

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N2 - Few researchers support the belief that a school superintendent can drive improvements in student achievement. The Science and Mathematics Achievement Required for Tomorrow ( SMART ) Consortium was formed in northeast Ohio in 1998 with the belief that superintendents can have a measurable effect on student learning. The goal of this collaboration was to promote continuous improvement in mathematics and science achievement. The consortium 's urban constituency ranged in size from 4,000 to 76,500. SMART superintendents led and supported the initiatives in which principals and teachers participated. Superintendent commitment and support empowered teachers to risk change and provided them with effective teaching tools and methods.

AB - Few researchers support the belief that a school superintendent can drive improvements in student achievement. The Science and Mathematics Achievement Required for Tomorrow ( SMART ) Consortium was formed in northeast Ohio in 1998 with the belief that superintendents can have a measurable effect on student learning. The goal of this collaboration was to promote continuous improvement in mathematics and science achievement. The consortium 's urban constituency ranged in size from 4,000 to 76,500. SMART superintendents led and supported the initiatives in which principals and teachers participated. Superintendent commitment and support empowered teachers to risk change and provided them with effective teaching tools and methods.

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The Power of Leadership, Collaboration And, Professional Development the Story of the Smart Consortium

Abstract

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