Getting It Done describes in clear and helpful detail what leaders of successful high-poverty and high-minority schools have done to promote and sustain student achievement.
It follows two celebrated books by Karin Chenoweth:
It’s Being Done, which established that the work of educating all children is possible, and
How It’s Being Done, which examined the structures and processes necessary to support academic success.
Getting It Done turns to the crucial issue of school leadership, exploring how school leaders have promoted unprecedented levels of school and student achievement. A book that focuses on real leaders—and on the knowledge and skills that they have employed on behalf of heightened achievement—
Getting It Done will be essential reading for school leaders, and for all who believe that a successful education can be attained by all students.
Circa l’autore
Karin Chenoweth is writer-in-residence at The Education Trust. She is the author of
It’s Being Done: Academic Success in Unexpected Schools (2007), which was named by Education Next as one of the top education books of the decade, and
How It’s Being Done: Urgent Lessons from Unexpected Schools (2009), both published by Harvard Education Press. A longtime education writer, she has written for a wide variety of publications including the
Washington Post,
Education Week,
American Educator, and
Black Issues in Higher Education (now
Diverse).
Christina Theokas is director of research at The Education Trust. She has a Ph D in child development from Tufts University, where her research focused on understanding what characteristics of families, schools, and communities promote positive development in youth. Prior to joining the Ed Trust, she worked in the research and evaluation office in Alexandria City Public Schools in Alexandria, Virginia. She evaluated programs and trained principals and teachers how to understand and use available data to make instructional decisions and to guide school reform efforts. In addition, she spent ten years working in schools in various capacities including as a special education teacher, school psychologist, and supervisor of the middle school program at a special education school in Massachusetts. She focused on developing curricula and programs to meet the social, emotional, and learning needs of diverse students.
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