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Session Type: Symposium
The educational landscape has shifted since Honig and Hatch (2004) originally theorized school leaders and district personnel could “craft coherence” by strategically managing external demands based on each school’s own goals and strategies. The Common Core standards placed new demands on districts and schools by raising the bar for proficiency. Additionally, the numbers and types of systems operating to support schools in meeting these new demands have increased—including the exponential growth of CMOs, non-profit intermediary organizations, school improvement networks, and local districts more focused on instructional improvement. Our symposium explores how these various education systems operate to continuously re-craft coherence in response to rigorous instructional expectations.
Megan Duff, Teachers College, Columbia University
Priscilla Wohlstetter, Teachers College, Columbia University
Organizing and Managing for Excellence and Equity: The Work and Dilemmas of Instructionally Focused Education Systems - Donald J. Peurach, University of Michigan; Maxwell Yurkofsky, Harvard University; Daniella Hall Sutherland, Clemson University; James P. Spillane, Northwestern University
The Complexity of Developing Instructional Program Coherence in Turnaround - Diane Massell, Consortium for Policy Research in Education; Joshua L. Glazer, The George Washington University
Recrafting Coherence at the Intermediary Level - Megan Duff, Teachers College, Columbia University; Angela Lyle, University of Michigan - Ann Arbor; Priscilla Wohlstetter, Teachers College, Columbia University
Instructional Guidance Infrastructures and Changing Conceptions of Teachers' Occupational Role - Clare Buckley Flack, Teachers College, Columbia University