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Abstract
This article represents an example of how supervision of instruction can be an integral part of a coherent plan for district‐wide reform. The author argues that instructional changes can be most effective if introduced in a system that has first put in place the personnel and structures needed to support them. The article highlights the role of cooperative strategies involving all school stakeholders in achieving measurable educational improvements in a context which promotes ongoing adaptation and change. The specific role of curriculum maps and lesson plans in enhancing instructional supervision is also discussed.