ABSTRACT
In this chapter the authors highlight important changes made by Congress in policy and legal requirements under the Elementary and Secondary Education Act. Many of these changes can be used to support meaningful reforms designed to improve teaching and learning and foster the adoption of evidence-based practices. However, change is never easy, and to avail states, school districts, or schools of these available supports requires political courage and leadership to discontinue prior practices in favor of different practices that are evidence-based and hold greater promise for improving teaching and learning. A conceptual model for providing ongoing job-embedded support to teachers is discussed along with leadership strategies that make high-quality instruction the top priority.
