Real change comes from teachers and administrators working together Educators don't need another "quick fix" that gives a temporary boost to school performance-they need comprehensive change that lasts. In this brief companion book to Getting Serious About the System: A Fieldbook for District and School Leaders, teachers and other stakeholders will see exactly where they fit in an effective system-wide process of change. They'll also learn about: The research behind the successful Working Systematically approach The goals of the approach, which include addressing components and competencies at…mehr
Real change comes from teachers and administrators working together Educators don't need another "quick fix" that gives a temporary boost to school performance-they need comprehensive change that lasts. In this brief companion book to Getting Serious About the System: A Fieldbook for District and School Leaders, teachers and other stakeholders will see exactly where they fit in an effective system-wide process of change. They'll also learn about: The research behind the successful Working Systematically approach The goals of the approach, which include addressing components and competencies at all levels A five-phase process for implementing change at the district, school, and classroom levels
Before retiring from SEDL in October, 2010, D¿Ette F. Cowan led Texas Comprehensive Center efforts to assist state and intermediate agencies in providing high-needs districts and schools with technical assistance that is systemic in nature. In her 12-year career at SEDL, she also assisted low-performing districts and schools throughout a five-state region to improve student learning, and investigated strategies for transforming schools into professional learning communities. Currently, Cowan serves as a consultant to SEDL on a variety of projects. As one of the researchers and authors of Working Systemically in Action: A Guide for Facilitators, she has had first-hand experience in helping district and school leaders apply a systemic approach to improve learning outcomes for students. Her study of professional learning communities over her career has included conducting and applying research and presenting findings at conferences and in books and journals. She has authored chapters and articles in Demystifying Professional Learning Communities: School Leadership at Its Best; SEDL Letter; Journal of School Leadership; and Learning Together, Leading Together. Prior to joining SEDL in December 1997, she served as a junior high school teacher and an elementary school principal. Her continuing research interests include leadership for change, systemic improvement, and professional learning communities.
Inhaltsangabe
SEDL's Working Systemically Approach: A Process Grounded in Research The Working Systemically Approach: Levels, Components, and Competencies Levels of the System Components of the System Competencies for Working Systemically The Working Systemically Approach in Action Working Systemically Phases Phase I: Understanding Systemic Improvement Study the Approach Collect and Analyze Preliminary Data Present the Approach at the School Level Commit to Systemic Improvement Phase II: Analyzing the System Form the District and School Leadership Teams Begin the Comprehensive Needs Assessment Conduct a Gap Analysis (reference to System Examination Tool: Appendix 1) Begin the Process at the School Level Formulate Problem Statements Describe the Ideal State Review District Initiatives Continue the Process at the School Level Phase III: Planning Action Investigate Research-Based Practices Explore the Professional Teaching and Learning Cycle (PTLC) Review Progress Made to Date and Existing Plan Develop a District Improvement Plan (reference to Leadership Self-Assessment Tool: Appendix 2) Formalize and Communicate the District Plan Develop School Improvement Plans Phase IV: Taking Action and Monitoring Progress Implement and Monitor the Improvement Plans Provide Leadership for the Improvement Work Address Unique Challenges as They Arise Phase V: Assessing and Reflecting on Outcomes Analyze and Reflect on Evidence of Implementation and Impact Decide on a Focus for Continuing the Improvement Work Recognize Work, Progress, and Accomplishments Getting Serious About the System: What It Takes
SEDL's Working Systemically Approach: A Process Grounded in Research The Working Systemically Approach: Levels, Components, and Competencies Levels of the System Components of the System Competencies for Working Systemically The Working Systemically Approach in Action Working Systemically Phases Phase I: Understanding Systemic Improvement Study the Approach Collect and Analyze Preliminary Data Present the Approach at the School Level Commit to Systemic Improvement Phase II: Analyzing the System Form the District and School Leadership Teams Begin the Comprehensive Needs Assessment Conduct a Gap Analysis (reference to System Examination Tool: Appendix 1) Begin the Process at the School Level Formulate Problem Statements Describe the Ideal State Review District Initiatives Continue the Process at the School Level Phase III: Planning Action Investigate Research-Based Practices Explore the Professional Teaching and Learning Cycle (PTLC) Review Progress Made to Date and Existing Plan Develop a District Improvement Plan (reference to Leadership Self-Assessment Tool: Appendix 2) Formalize and Communicate the District Plan Develop School Improvement Plans Phase IV: Taking Action and Monitoring Progress Implement and Monitor the Improvement Plans Provide Leadership for the Improvement Work Address Unique Challenges as They Arise Phase V: Assessing and Reflecting on Outcomes Analyze and Reflect on Evidence of Implementation and Impact Decide on a Focus for Continuing the Improvement Work Recognize Work, Progress, and Accomplishments Getting Serious About the System: What It Takes
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