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The study reported here characterizeshigh-capacity schools in termsof the elements that contributeto fostering and sustaininginstructional change, providing a new model forthinking about resource allocationand leadership roles and suggests(a) Resources flow through multiple levelsof the school organization and inmultiple...
The study reported here characterizes high-capacity schools in terms of the elements that contribute to fostering and sustaining instructional change, providing a new model for thinking about resource allocation and leadership roles and suggests (a) Resources flow through multiple levels of the school organization and in multiple directions. (b) Material, human, and social resources each play a role in school and district efforts to support change. (c) Teacher professional development is an essential engine for change. Resources include MATERIAL RESOURCES ? things that can be bought, exchanged, disseminated, or shared (e.g., computers, teaching tools, time, compensation), HUMAN RESOURCES ? qualities of individuals that can be exchanged among groups of people (e.g., teachers? expertise, understanding of students? thinking, knowledge of content domains, insights about cultural and social aspects of classroom group interactions), and SOCIAL RESOURCES ? attributes of roles, relationships, or methods of communication that are found within a group. Social resources, such as trust and collaboration, create a sense of community. They result from the exchange of human and material resources when individuals and groups negotiate common purposes and develop shared norms.