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Change Leadership: A Practical Guide to Transforming Our Schools

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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
  • chapter ONE Introduction: Reframing the Problem
    • 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
  • PART ONE Improving Instruction
    • chapter TWO Creating a Vision of Success
      • CHALLENGES TO IMPROVING INSTRUCTION
        • Exercise 2.1: Refine Your Problem Statement
          • Step One
          • Step Two
          • Step Three
      • 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
      • LAUNCHING AN INSTRUCTIONAL IMPROVEMENT SYSTEM: THE CRITICAL FIRST CONVERSATIONS
      • DEVELOPING A SHARED VISION
        • Exercise 2.3: Grade the Videotaped Lesson
          • Overview
          • Step One
          • Step Two
          • Step Three
      • DEFINING A NEW FRAMEWORK FOR EFFECTIVE INSTRUCTION
        • Rigor: Mastering Core Competencies
        • Relevance: Connecting the Curriculum Through Real-World Applications
        • Respectful Relationships: Finding the Key to Motivation
      • LINKING THE NEW 3 R'S OF INSTRUCTION
        • Exercise 2.4: Define Rigor on a Learning Walk
          • Overview
          • Step One
          • Step Two
          • Step Three
          • Step Four
        • Endnotes
    • chapter THREE Committing Ourselves to the Challenge
      • IDENTIFYING YOUR COMMITMENT
        • Exercise 3.1: Make the Commitment
      • SPOTTING YOUR OBSTACLES THROUGH SELF-REFLECTION
        • Exercise 3.2: Recognize Counterproductive Behaviors
        • Endnote
    • Reflections
  • PART TWO Why Is This So Hard?
    • 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
      • 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
    • chapter FIVE Exploring Individual Immunities to Change
      • ATTENDING TO COUNTERING BEHAVIORS
        • Sherry's Story
        • Exercise 5.1: Evaluate Your Commitment and Behaviors
          • Your Commitment
          • Your Behaviors
      • A DEEPER LOOK
        • Exercise 5.2: Look Inward: Your Four-Column Immunity Map
        • Sherry's Story, Third Column
      • FINDING THE COMPETING COMMITMENT
        • Sherry's Story, Competing Commitment
        • Box 5.1: Sharing Your Competing Commitment
      • TAKING THE NEXT STEP
        • Exhibit 5.1: Arthur's Four-Column Immunity Map
        • Endnotes
    • Reflections
  • PART THREE Thinking Systemically
    • 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
      • 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
      • ANOTHER USE FOR THE 4 C'S
        • Endnotes
    • chapter SEVEN The Individual as a Complex System
      • HIDDEN COMMITMENTS AND PERSONAL IMMUNITIES
        • Exhibit 7.1: Arthur's Four-Column Immunity Map, Revisited
      • BIG ASSUMPTIONS AND IMMUNITIES
        • Endnote
    • Reflections
  • PART FOUR Working Strategically
    • 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
        • 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
        • Enacting Whole-System Change
          • 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
      • PUTTING THE PIECES TOGETHER: THE ECOLOGY OF EDUCATIONAL TRANSFORMATION
      • MEASURING SUCCESS AND THE CHALLENGE OF HIGH-STAKES TEST SCORES
        • Endnotes
    • chapter NINE Overturning Your Immunities to Change
      • 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
      • CONSIDERING STEPS FOR THE MOST POWERFUL LEARNING
      • PHASES IN OVERTURNING YOUR IMMUNITIES
        • Exhibit 9.2 Phases in Overturning Immunities
      • BECOMING FULLY RELEASED FROM IMMUNITIES TO CHANGE
        • Endnote
    • Reflections
    • chapter TEN Conclusion: Bringing the Outward and Inward Focus Together
      • 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
  • Back Matter
    • 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
    • APPENDIX B: RECOMMENDED READING
      • IMPROVING TEACHING AND LEARNING
      • UNDERTAKING SCHOOL IMPROVEMENT
      • PROMOTING CHANGE
      • DEVELOPING LEADERSHIP
      • SUPPORTING TRUST AND PROFESSIONAL CULTURE
    • INDEX

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Vörumerki: Jossey Bass
Vörunúmer: 9781118684474
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Change Leadership: A Practical Guide to Transforming Our Schools

Vörumerki: Jossey Bass
Vörunúmer: 9781118684474
Rafræn bók. Uppl. sendar á netfangið þitt eftir kaup

Veldu vöru

2.790 kr.
Fá vöru senda með tölvupósti
2.790 kr.