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Piecemeal change to improve schooling is an approach that at its worst does more harm than good, and at its best is limited to creating pockets of good within school districts. When it comes to improving schooling in a district, however, creating pockets of good isn't good enough. Whole school systems need to be improved. This article focuses on helping educators learn how to transform entire school systems to create unparalleled opportunities to improve student, faculty and staff, and system learning, and presents a set of principles to help change leaders in school systems navigate large-scale, district-wide change to create these multiple learning opportunities. [ABSTRACT FROM AUTHOR]

Proposes a paradigm for instructional supervision for third millennium school systems. Information on the need for organization transformation; Orthodox paradigms of instructional supervision; Overview of Knowledge Work Supervision.

Outlines characteristics of managers in supervising a semi-autonomous team of professionals. Includes helping his trainees to succeed; Relying on and valuing loyalty; Building trust.

Asserts how Knowledge Work Supervision may bring about a better fit between supervisory process and the purposes, goals, and outcomes of a school system that wishes to become increasingly effective. Knowledge work; Concepts and principles; Structure of the paradigm of Knowledge Work Supervision; Deliberations, forums, participants, work procedures, and technological devices.

Answers criticisms to the author's case study of a successful business manager. Perception of schooling as a business; Parallel between the manager and Attila the Hun; Viewed purpose of education.