ABSTRACT
This chapter continues from the introduction in laying a foundation for the volume by defining continuous improvement in education. The chapter draws out the shared principles that anchor approaches to continuous improvement and articulates continuous improvement principles in current standards, highlighting alignment, contrasts, and gaps. The chapter makes the argument that, while the standards provide broad legitimation of enacting continuous improvement in schools and school systems, improvement leadership requires attention to three dimensions of continuous improvement: instrumental methods, social relations, and moral values. This chapter positions PSEL Standard 10: School Improvement as a starting point for this volume, illustrating how the discrete elements of Standard 10 can be interpreted and enacted in school settings through these three dimensions.
