By Douglas B. Reeves
Much of the research discussed in these columns has focused on how under-performing schools have been making dramatic improvements through the collaboration of school boards, senior leadership, building-level administrators, teachers, and community members. The same approach also is important when high-performing schools challenge themselves to ever higher levels of success.
One remarkable example of this “good to great” progression is taking place at Wisconsin’s Hudson High School. In a state where much of the national media has focused on strife among teachers and other public employees, it is important to tell the story of exceptional collaboration at every level, from the boardroom to the classroom.
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