In an educational context where school and district performance is of increasing focus, it’s essential for leaders at all levels of the educational system to focus on improving student performance. This volume zeros in on a promising set of strategies and practices for all leaders to motivate, support, and sustain learning in contemporary schools. Learning-Focused Leadership in Action explores what it means for educational leadership to be "learning-focused," what this looks like in practice at both the school and district level, and how such leadership changes can be set in motion. Drawing on extensive case study research in schools and districts that are making progress on learning improvement, this volume explores how leaders at all levels of the educational system can productively seek to improve the quality of learning opportunities and student performance, no matter how challenging the circumstances.

What kind of leadership makes learning possible for all students? How can school leaders help teachers increase their knowledge and improve their instructional abilities? What actions should leaders take to ensure that learning occurs? In Connecting Leadership with Learning: A Framework for Reflection, Planning, and Action, Michael A. Copland and Michael S. Knapp give educational leaders a new way to answer these questions and find solutions perfect for their particular school environment. Copland and Knapp assert that far too many educational leaders are struggling with outdated curricula, demands that don't align with their school or district goals, and professional meetings that are high on complaints but low on solutions. Instead of prescribing a linear or rigid approach, the authors encourage educators to be attentive and tune into their leadership actions by using the Leading for Learning Framework. The framework provides different vantage points to help leaders reflect on their strengths and weaknesses, plan for improvement, and take actions to foster learning for students, teachers and professionals, and school and district leaders. The Leading for Learning Framework will empower leaders to *Establish a focus on equitable learning *Build professional communities *Engage communities and external partnerships *Act strategically and share leadership *Create coherence in their leadership actions The book includes extended case studies, descriptions of 23 different leadership "pathways," and many examples from schools and districts that show the Leading for Learning Framework in action. There is no magic formula for great school leadership, but Copland and Knapp conclude that magic can happen when leaders reframe their efforts to focus more clearly on learning.

As human needs have escalated in recent years, the mismatch between these needs and the restrictive, categorical definition of human services has become strikingly clear. In response, educators, nurses, social workers, public health workers, and other professionals have been actively exploring ways to collaborate with one another, and otherwise integrate their efforts. The movement towards collaboration among human services professionals begs an important questions: how do we prepare professionals for such work? A growing number of universities are now trying to develop answers, and their answers increasingly emphasize interprofessional education, that is, programs that join the efforts of departments and training courses which have traditionally been separate. Furthermore, these programs tend to be based in community settings, and actively involved community members (practitioners, non-professional residents) as partners in the training process. In constructing such joint programs (or revisingcurrent programs within each profession to make them more interprofessional and community-based), educators and program designers are encountering a fascinating set of challenges as they construct interdisciplinary curricula, create learning experiences that necessitate real collaboration, and develop relationships with communities. Preparing to Collaborate explores the nature of these challenges and how they can be approached. The authors -- scholars and educators in five professional domains (education, nursing, social work, public health, and public policy and management) -- joined forces in a five-year developmental effort at the University of Washington (UW) to create sustainablepartnerships between university and community which will help newly entering professionals in the human services collaborate effectively with each other and with community members. One of the most advanced experiments of its kind in

Sponsored by SRI International This book presents six instructional models that have proven successful in teaching such advanced skills as reading comprehension, written composition, and mathematical reasoning to students who generally would be expected to fare poorly in a typical school program.

This preliminary report presents data from the initial phase of field investigations into the feasibility of storing fresh water in the saline portion of the Floridan Aquifer System in St. Lucie County. The lithology, water bearing properties and water quality of the first potential injection horizon within the Floridan Aquifer System at the selected site were investigated. A brief injection/recovery test was performed to assess the operation of the system.