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About the Center for Reform of School Systems
Mission
History
Core Beliefs
Elements of a Reform Board
Traits of a Reform Leader
Mission
The mission of the Center for Reform of School Systems is to teach school board members and superintendents how to transform their districts for high student achievement.
History
In 1998, Dr. Rod Paige, then
superintendent of HISD, proposed the creation of a center to
promote urban school district reform. The following spring, with
an initial $100,000 grant from the Houston Endowment, the Center
for Reform of School Systems was established as a university
center attached to the College of Education at the University of
Houston. CRSS was reestablished as a Texas nonprofit
corporation in June 2001.
Core Beliefs
- All children can learn at high levels.
- All children should reach their learning potential.
- The achievement gap can be eliminated.
- The school effect is huge.
- School systems can be high performing organizations.
Essential Elements of an Effective Reform Board
An effective reform board is ultimately defined by its results:
excellent schools and high academic achievement for all
children. The essential elements of such a board are unity,
stability, good governance and a cohesive reform vision for high
achievement for all children.
A reform board:
- Works as a whole and does not push the agendas of
individual members or constituents.
- Hires an effective superintendent/CEO and establishes a
close relationship of trust.
- Governs by policy and eschews micromanagement.
- Reaches out to its community to build public support and
bring resources into the schools.
- Has a coherent theory of action for change and advances an
agenda consistent with its theory.
- Focuses on what is happening in classrooms.
- Makes decisions based on experience, research and data.
Traits of an Effective Board Leader for Reform
An effective board leader for reform:
- Represents all the people, not just those directly
interested in schools.
- Focuses on shaping public opinion rather than reflecting
it.
- Possesses the political skills to navigate comfortably in
the public arena.
- Networks effectively to build a wide array of
relationships and establish coalitions throughout the
community.
- Understands and practices good governance in relationship
with the superintendent and other trustees, focusing on
oversight, policy development, and service to constituents without
micromanaging.
- Is familiar with literature on urban school reform and
keeps abreast of best practices in urban education.
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