Richard Elmore joined the faculty of the Harvard Graduate School of Education in 1990, having previously taught at the College of Education, Michigan State University, and the Graduate School of Public Affairs, University of Washington. He is a member of the National Academy of Education, and a past president of the Association for Public Policy and Management, the national organization representing graduate programs in public policy and management. He has held positions in the federal government as a legislative liaison with the U.S. Congress on education policy issues. He is currently faculty co-chair of the Doctorate in Educational Leadership (Ed.L.D.) program at HGSE. His current research and clinical work focuses on building capacity for instructional improvement in low-performing schools. He spends at least a day a week in schools, working with teachers and administrators on instructional improvement.
Video Interview with Richard Elmore
May 10, 2011
Q: What are some of the basic ways that schools as organizations struggle as they work to improve? Are there distinctions between individual and team commitments?Q: What is the significance of variability within a single school? What about this problem drew your interest? Does the high level of variability within American schools affect school reform efforts?Q: Do students benefits from having a more coherent experience from teacher to teacher?Q: How might you address concerns of teachers about "outsiders" examining their schools closely? How are teachers' perceptions of the school typically reflected in your findings? How might your work lead to a more reflective education profession?Q: Help us understand the various types of data you use to provide schools with profiles? Are conversations about evidence helpful in making better decisions in education? What evidence might be important to consider alongside student test scores?Q: Please share your thoughts about leadership and work within teams. How does the idea of "collective efficacy" intersect with leadership? And how does "psychological safety" figure into the equation? How do leaders balance centralized and distributed leadership responsibilities?Q: And finally, can you please comment on "relational trust" and the role it plays in schools?
Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning (Harvard Education Press, 2009),
School Reform From the Inside Out: Policy, Practice, and Performance (Harvard Education Press, 2004).
"Bridging the Gap Between Standards and Achievement" (2002)
"Building a New Structure for School Leadership" (2000)
"When Accountability Knocks, Will Anyone Answer?" (with C. Abelmann) (1999)
Restructuring in the Classroom: Teaching, Learning, and School Organization (with P. Peterson and S. McCarthey) (1996)
Who Chooses, Who Loses? Culture, Institutions, and the Unequal Effects of School Choice (ed. with B. Fuller and G. Orfield) (1996)
The Governance of Curriculum (with S. Fuhrman) (1994)
Restructuring Schools: The Next Generation of Educational Reform (1990)
The Internal Coherence Assessment and Protocol was developed by a team consisting of Richard Elmore, Michelle Forman, Elizabeth Leisy Stosich, and Candice Bocala.
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