The primary purpose of this course is to provide educators with a clear idea of what it takes to improve a low-performing school. Drawing on new research from the University of Virginia’s unique School Turnaround Specialist program and other studies of successful school improvement projects, the course provides a framework for thinking about systemic change. Topics include the causes of low performance, the design of effective learning environments, interventions that have proven successful with at-risk students, key elements of organizational change, and the nature of change leadership. Actual cases of successful and unsuccessful school turnaround efforts are a major component of the course.

This course addresses the Virginia Endorsement Competencies:

1. Knowledge, understanding, and application of planning, assessment, and instructional leadership that builds collective professional capacity.
2. Knowledge, understanding, and application of systems and organizations.
3. Knowledge, understanding, and application of management and leadership skills that achieve effective and efficient organizational operations.
4. Knowledge, understanding, and application of the conditions and dynamics impacting a diverse school community.
5. Knowledge, understanding, and application of basic leadership theories and influences that impact schools.

The Virginia Board of Education requires all candidates seeking licensure in school administration to take and pass the School Leaders Licensure Assessment (SLLA) that determines proficiency in the acquisition of knowledge and skills defined by the Education Leadership Policy Standards, formerly known as the ISLLC Standards. This course emphasizes Standards 1, 2, 3, 4, and 6.

Additionally, this course, as well as required courses, includes embedded learning strategies for improved student learning totaling at least 120 clock hours including: experimental activities that complement, implement, and parallels the university curriculum; and activities that emphasize student work with practical application that shall take place in the internship, the practicum field experience, as well as throughout the university program.

The embedded assignment for this course is the final project: School Improvement Plan for Low-performing Schools. Students may count 16 hours toward the internship.