Change Leadership: A Practical Guide to Transforming Our Schools
Höfundar: Tony Wagner, Robert Kegan, Lisa Laskow Lahey, Richard W. Lemons, Jude Garnier, Deborah Helsing, Anni
3.490 kr.
Lýsing:
The Change Leadership Group at the Harvard School of Education has, through its work with educators, developed a thoughtful approach to the transformation of schools in the face of increasing demands for accountability. This book brings the work of the Change Leadership Group to a broader audience, providing a framework to analyze the work of school change and exercises that guide educators through the development of their practice as agents of change.
Annað
- Höfundar: Tony Wagner, Robert Kegan, Lisa Laskow Lahey, Richard W. Lemons, Jude Garnier, Deborah Helsing, Anni
- Útgáfa:1
- Útgáfudagur: 11/18/05
- Hægt að prenta út 10 bls.
- Hægt að afrita 2 bls.
- Format:ePub
- ISBN 13: 9781118684474
- Print ISBN: 9780787977559
- ISBN 10: 1118684478
Efnisyfirlit
- Front Matter
- FOREWORD
- PREFACE
- HOW DOES CHANGE LEADERSHIP WORK?
- HOW IS THE BOOK ORGANIZED?
- HOW TO MAKE BEST USE OF THIS BOOK
- Endnotes
- ACKNOWLEDGMENTS
- ABOUT THE AUTHORS
- A KNOWLEDGE ECONOMY REQUIRES NEW SKILLS FOR ALL STUDENTS
- Figure 1.1 Percentage of Employers and Professors Saying High School Graduates are Unprepared
- GREATER SUPPORTS FOR LEARNING IN A CHANGING SOCIETY
- REFORM OR REINVENTION? TECHNICAL CHALLENGES VERSUS ADAPTIVE CHALLENGES
- ORGANIZATIONAL BELIEFS AND BEHAVIORS
- Responsiveness
- Leading and Following
- Autonomy
- INDIVIDUAL BELIEFS AND BEHAVIORS
- External Risks
- Internal Risks
- ACCEPTING THE CHALLENGE AND THE RISKS: MOVING TOWARD COMMUNITIES OF PRACTICE VIA COLLABORATIVE LEARNING
- Exercise 1.1: Identifying the Problem
- Step One
- Step Two
- Endnotes
- Exercise 1.1: Identifying the Problem
- chapter TWO Creating a Vision of Success
- CHALLENGES TO IMPROVING INSTRUCTION
- Exercise 2.1: Refine Your Problem Statement
- Step One
- Step Two
- Step Three
- Exercise 2.1: Refine Your Problem Statement
- CHALLENGES TO IMPROVING INSTRUCTION
- SEVEN DISCIPLINES FOR STRENGTHENING INSTRUCTION
- Urgency for Instructional Improvement Using Real Data
- Shared Vision of Good Teaching
- Meetings About the Work
- Shared Vision of Student Results
- Effective Supervision
- Professional Development
- Diagnostic Data with Accountable Collaboration
- USING THE SEVEN DISCIPLINES
- Exercise 2.2: Take Stock: Your Seven Disciplines for Strengthening Instruction
- Overview
- Exercise 2.2: Take Stock: Your Seven Disciplines for Strengthening Instruction
- Exercise 2.3: Grade the Videotaped Lesson
- Overview
- Step One
- Step Two
- Step Three
- Rigor: Mastering Core Competencies
- Relevance: Connecting the Curriculum Through Real-World Applications
- Respectful Relationships: Finding the Key to Motivation
- Exercise 2.4: Define Rigor on a Learning Walk
- Overview
- Step One
- Step Two
- Step Three
- Step Four
- Endnotes
- IDENTIFYING YOUR COMMITMENT
- Exercise 3.1: Make the Commitment
- SPOTTING YOUR OBSTACLES THROUGH SELF-REFLECTION
- Exercise 3.2: Recognize Counterproductive Behaviors
- Endnote
- chapter FOUR Generating Momentum for Change
- OBSTACLES TO IMPROVEMENT VERSUS MOMENTUM FOR IMPROVEMENT
- Reaction Transforms to Purpose and Focus
- Exercise 4.1: Reaction Versus Purpose and Focus Diagnostic
- Compliance Transforms to Engagement
- Exercise 4.2: Compliance Versus Engagement Diagnostic
- Isolation Transforms to Collaboration
- Exercise 4.3: Isolation Versus Collaboration Diagnostic
- Reaction Transforms to Purpose and Focus
- OBSTACLES TO IMPROVEMENT VERSUS MOMENTUM FOR IMPROVEMENT
- GENERATING THE MOMENTUM FOR SYSTEMIC CHANGE
- COMMUNITIES OF PRACTICE AS A STRATEGY
- Communities of Practice for Teachers
- Leadership Practice Communities
- Box 4.1: Step Back Consulting: A Protocol for Building Communities of Practice
- Endnotes
- ATTENDING TO COUNTERING BEHAVIORS
- Sherry's Story
- Exercise 5.1: Evaluate Your Commitment and Behaviors
- Your Commitment
- Your Behaviors
- Exercise 5.2: Look Inward: Your Four-Column Immunity Map
- Sherry's Story, Third Column
- Sherry's Story, Competing Commitment
- Box 5.1: Sharing Your Competing Commitment
- Exhibit 5.1: Arthur's Four-Column Immunity Map
- Endnotes
- chapter SIX Relating the Parts to the Whole
- ARENAS OF CHANGE
- Competencies
- Conditions
- Culture
- Context
- Figure 6.1 Interdependencies of the 4 C's
- Figure 6.2 Baseline 4 C's Analysis for Franklin High School
- Exercise 6.1: 4 C's Diagnostic Tool—As Is
- Step One
- Step Two
- Competencies
- Conditions
- Culture
- Context
- Step Three
- Step Four
- Figure 6.3 4 C's Diagnostic Tool—As Is
- ARENAS OF CHANGE
- TOWARD TRANSFORMATION: USING THE 4 C'S
- Working Within the Context
- Changing the Conditions of Teaching and Learning
- Developing the Competencies of Teachers and Principals
- Transforming the District Culture
- Exhibit 6.1: PS 198, New York City's District 2 (Full Systems Analysis with Strategies for Transformation)
- Figure 6.4 4 C's Diagnostic Tool—To Be
- Exercise 6.2: Moving Toward the Goal, via the 4 C's
- Step One: Create a Picture of Success
- Step Two: Build the To Be Picture
- Step Three: Identify Current Strategies
- Step Four: Consider the Current Strategies
- Endnotes
- HIDDEN COMMITMENTS AND PERSONAL IMMUNITIES
- Exhibit 7.1: Arthur's Four-Column Immunity Map, Revisited
- BIG ASSUMPTIONS AND IMMUNITIES
- Endnote
- chapter EIGHT The Ecology of Change
- PHASES OF WHOLE-SYSTEM CHANGE
- CHANGE LEVERS: DATA, ACCOUNTABILITY, AND RELATIONSHIPS
- STRATEGIC CHANGE IN ACTION
- Preparing for Whole-System Change
- Data for Leadership Understanding and Urgency.
- Shared Accountability for Solving a Common Problem.
- Establishing the Foundation for Trusting Relationships.
- Exercise 8.1: Change Phase Diagnostic: Preparing
- Preparing Phase
- Exercise 8.1: Change Phase Diagnostic: Preparing
- Preparing for Whole-System Change
- Envisioning Whole-System Change
- Data for Community-Wide Understanding and Urgency.
- Laying the Foundations for Reciprocal, Relational Accountability.
- Developing More Trusting, Respectful Relationships.
- Exercise 8.2: Change Phase Diagnostic: Envisioning
- Envisioning Phase
- Exercise 8.2: Change Phase Diagnostic: Envisioning
- Data for Continuous Improvement of Teaching and Learning.
- Shared Accountability for Continuous Improvement of Teaching and Learning.
- Relationships Improve Teaching and Learning.
- Exercise 8.3: Change Phase Diagnostic: Enacting
- Enacting Phase
- Exercise 8.4: Review and Revise Your Strategies
- Step One
- Step Two
- Step Three
- Exercise 8.3: Change Phase Diagnostic: Enacting
- Endnotes
- STEPS TOWARD INDIVIDUAL CHANGE
- Steps Toward Individual Change
- Design the Metrics to Identify Costs and Progress
- Exhibit 9.1 Arthur's Vision of Success
- Exercise 9.1: Your Vision of Success
- Observe the Big Assumption in Action
- Exercise 9.2: Your Big Assumption in Action
- Stay Alert to Challenges to the Big Assumption
- Exercise 9.3: Challenges to the Big Assumption
- Write the Biography of Your Big Assumption
- Exercise 9.4: The Biography of the Big Assumption
- Design a Test of Your Big Assumption
- Exercise 9.5: Test Your Assumption
- Run the Test
- Exercise 9.6: Running the Test
- Develop New Designs and New Tests
- Exercise 9.7: Your Big Assumption, Revisited
- Exhibit 9.2 Phases in Overturning Immunities
- Endnote
- HOLD HIGH EXPECTATIONS FOR ALL OUR STUDENTS
- Exhibit 10.1 SoCal District's Four-Column Immunity Map, in Process
- Exhibit 10.2 SoCal District's Four-Column Immunity Map, Revised
- INVOLVE BUILDING AND CENTRAL OFFICE ADMINISTRATORS IN INSTRUCTION
- Conditions, Culture, or Adaptive Challenge?
- Exhibit 10.3 David's Four-Column Immunity Map
- CHOOSE A PRIORITY AND STAY RELENTLESSLY FOCUSED ON IT
- Exhibit 10.4 Four-Column Map Reflecting Three Superintendents
- Exhibit 10.5 Principal's Four-Column Immunity Map
- Table 10.1 Adaptive Challenges of Change Leadership
- FOSTER A WIDESPREAD FEELING OF URGENCY FOR CHANGE
- ENCOURAGE A NEW KIND OF LEADER
- DEVELOP A NEW KIND OF ADMINISTRATIVE TEAM
- Leadership Practice Communities: A Personal Learning Challenge
- Definitions for Change
- SHINING A BROADER LIGHT ON CHANGE
- IMPLICATIONS FOR THE CHANGE LEADER: TOWARD ADAPTIVE WORK
- Embrace the Fuller Picture
- Set an Example
- Encourage Others to Take Up Their Own Personal Learning Work
- Welcome Contradictions
- Create Organizations That Increase Personal Capacities
- CONCLUDING ... OR COMMENCING?
- Endnotes
- APPENDIX A: TEAM EXERCISES
- Team Exercise 1.1: Identifying the Problem
- Step One
- Step Two
- Step Three
- Step Four
- Team Exercise 2.2: Take Stock: Your Seven Disciplines for Strengthening Instruction
- Overview
- Team Exercise 2.3: Grade the Videotaped Lesson
- Overview
- Step One
- Step Two
- Step Three
- Step Four
- Step Five
- Team Exercise 2.4: Define Rigor on a Learning Walk
- Overview
- Step One
- Step Two
- Step Three
- Step Four
- Team Exercise 4.1: Reaction Versus Purpose and Focus Diagnostic
- Step One
- Step Two
- Step Three
- Step Four
- Team Exercise 4.2: Compliance Versus Engagement Diagnostic
- Step One
- Step Two
- Step Three
- Step Four
- Team Exercise 4.3: Isolation Versus Collaboration Diagnostic
- Step One
- Step Two
- Step Three
- Step Four
- Team Exercise 6.1: 4 C's Diagnostic Tool—As Is
- Step One
- Step Two
- Step Three
- Step Four
- Step Five
- Team Exercise 8.1 – 8.3: Change Phase Diagnostic
- Step One
- Step Two
- Step Three
- Step Four
- Team Exercise 10: A Groupwide Approach to Diagnosing the Immunity to Change
- Overview
- Step One
- Step Two
- Step Three
- Step Four
- Step Five
- Step Six
- Team Exercise 1.1: Identifying the Problem
- IMPROVING TEACHING AND LEARNING
- UNDERTAKING SCHOOL IMPROVEMENT
- PROMOTING CHANGE
- DEVELOPING LEADERSHIP
- SUPPORTING TRUST AND PROFESSIONAL CULTURE
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