I liked this article on Brockton High and its turnaround. Three things:

The article is built around a Harvard Report, here, and the lead researcher is quoted saying, “Achievement rose when leadership teams focused thoughtfully and relentlessly on improving the quality of instruction.” Nothing outrageous here — focus on instruction and have a single objective (in Brockton’s case, a focus on reading and writing in every class) — but what seems to set this school apart is that they had not only a competent administrator who actually understood what good instruction looks and feels like, but who also could make changes within the contract. Respecting a collective bargaining agreement while empowering teachers? I hope this example gets the press it deserves, especially as pundits and politicos continue to scapegoat unions as the sole issue stopping school reform.