Shaking Up the Schoolhouse (2000), Phillip C. Schlechty, Jossey-Bass. San Francisco, CA. (248 pages). Hardcover price $27. The book may be ordered from Jossey-Bass (800-956-7739) or through the on-line book companies.

Shaking Up the Schoolhouse is Phillip Schlechty's latest contribution to school improvement. Educators will find the book an essential resource for continuous improvement and accreditation endeavors. Schlechty and the North Central Association (NCA-CASI) co-sponsored a project that explored the capacity for sustaining improvement in accredited schools and districts. That project led NCA-CASI to develop system/district accreditation and to use school capacity instruments.

As the title claims, Schlechty's arguments supporting change are getting more insistent. Past reform efforts have failed. The schoolhouse cannot remain the same if it is to meet the needs of all students. Schools and districts need shaking up.

Are you trying to make sense of the heightened accountability climate or trying to create an organization that meets "no child left behind" Federal requirements? If so, Shaking up the Schoolhouse explains why past school reform methods have not worked. It also advises leaders on how to accomplish student and school improvement.

Schlechty presents three views of change. First, procedural change makes adjustments to the current system, emphasizes compliance, and adopts improvement models. Leaders of procedural change assure compliance and concentrate on monitoring and evaluating. Many state accreditation systems focus on procedural change using standardized state tests and report cards as vehicles for compliance and accountability.

Second, technological change focuses on how the job is done. This type of change uses needs assessment data and school improvement processes that increase participation and staff development. Leaders in technological change, as in procedural change, give attention to monitoring and evaluating. Leaders add structures to support people involved in the change. Federal comprehensive and schoolwide reform programs combine aspects of procedural and technological change.

Most educators will read about procedural and technological changes and think, "been there and done that," but have we tried the third type of change?

Schlechty finds that more profound effects on an organization are accomplished with structural or cultural change. Here school improvement is systemic, using a problem-solving focus and action research. Data are used on all levels to identify and solve problems. Leaders provide the rationale for restructuring and effectively communicate what the new system will look like. This type of change calls for a transformational leader.

Schlechty's transformational leader has a clear vision and goals. He or she coaches and supports others to accomplish the job. Such a leader will concentrate on getting resources, building capacity, and sharing beliefs. They inspire others into action.

How do these transformational leaders shake up the schoolhouse? They create organizations that are adept at change, which focus on the future, maintain direction, and act strategically. These are exactly the characteristics needed by principals and teacher leaders involved in continuous improvement.

Leaders always focus school improvement on teaching and learning. Schlechty intertwines the improvement process with what he calls "Working on the Work (WOW)." WOW provides sound instructional change for student performance results.

Some people are gifted in being able to put together diverse school improvement concepts that give suggestions that really work in schools. They do it without the fads and with plain old-fashioned practicality. Schlechty is one of those people. He pulls together theories and research on change-agents, leadership, and instructional reform to make a coherent case that it is within the capacity of the school to accomplish student and school improvement.

A successful school is learning focused, can define the quality of schoolwork, holds teachers accountable, and concentrates on improving instruction and learning. If your school is building its capacity for student and school improvement to meet the NCA standard, Shaking Up the Schoolhouse would be an excellent resource.