These and other outside factors can lead to classrooms of disengaged

Even students, who are successful in the low-status curriculum and Rosetta Stone Greek able to move on to more college-bound tracks, are prevented from doing so due to missing out on the learning experiences considered prerequisites to the higher curriculum (Oakes Guiton, 1995). Under funded schools, poorly regulated childcare, and federal mandates are other factors affecting public education today (Glickman, et al., 2004, 33). These and other outside factors can lead to classrooms of disengaged, unmotivated, and/or disruptive learners, who may find school irrelevant, or even hostile to their values, (Canestrari Marlowe, 2004, p. 79). Moral and Value-Added Leadership for School Improvement Although few school reform advocates threaten to upend the entire system and start with a fresh slate (Sergiovanni, 2005, x), these radical school reformers often include special interest groups hiding their true intentions behind the cloak of reform and of school improvement, (Canestrari Marlowe, 2004, p. 121). The overall prevailing strategy by reformers tends towards relying upon a school's existing strengths and to build capacity by developing a collaborative culture of continuous improvement, (Sergiovanni, 2005, p. x). Lists of school-factors in school effectiveness may include a guaranteed and viable curriculum; challenging goals and effective feedback; parent and community involvement; safe and orderly environment; and collegiality and professionalism (Marzano, 2003, p. 15). However, school-factors alone cannot account for the change necessary in education if we are not to drive out the best educators and undermine the natural drive to do one's best that lies at the heart of good parenting and good schooling, (Schorr, 1997, p. 103). Parents, academics, school reformers, educators, Rosetta Stone Italian and politicians agree that drastic change is needed. Schools need to be able to provide students with the skills and abilities to create a world where people will have the best that humanity and technology have to offer, and the ability and desire to engage in lifelong learning in this complex, competitive world. "Extraordinary times need extraordinary solutions, and the times aren't just tough, they are changing. Institutions face resource shortfalls and changes in public expectations that will not disappear when economic conditions improve. Focusing on value can provide just the catalyst needed for rethinking and reconfiguring the core elements of the educational model." (Caraveli Norris, 2006, p. 1)ReferencesCaraveli, A. Norris, D.M. (2006). New leadership goals in an era of accountability.Retrieved January 13, 2007 from http://www2.universitybusiness.com/viewarticle.aspx?articleid=40Glickman, C.D., Gordon, S.P., Ross-Gordon, J.M. (2004). SuperVision and instructional leadership: A developmental approach, 6th ed. Boston, MA:Pearson Education, Inc. Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Research and Curriculum Development.Oakes, J. Guiton, G. (1995) Matchmaking: The dynamics of high school trackingdecisions. American Educational Research Journal, 32 (1), 3-33.Plaut, S. Sharkey, N. S. (2003). Education policy and practice, bridging the divide.Cambridge, MA: Harvard Education.Schlechty, P.C. (2001). Shaking up the schoolhouse: How to support and sustain educational improvement. San Francisco, California: Jossey-Bass.Scholz, R. (2007). Value-added leadership. Retrieved January 13, 2007 from: www.lead-strat-assoc.com/ValuAddLdrship.pdfSchorr, L. B. (1997). Common purpose: Strengthening families and neighborhoods to rebuild America. New York, Anchor Books. Sergiovani, Rosetta Stone Japanese J.S. (2005). Strengthening the heartbeat: Leading and learning together in schools. San Francisco, CA: Jossey-Bass.Turnbull, R., Turnbull, A., Shank, M., Smith, S. Leal, D. (2002). Exceptional lives special education in today's schools (3rd ed). New Jersey, Merrill Prentice Hall.Tyack, D., Hansot, E. (1981). Conflict and consensus in American public education. Dadelus, 110, 1-26.