Build a dynamic system for change! From NCLB to Common Core standards, we are inundated with directives for improving our schools. How can we really create lasting change? By applying the Change Creation system! Learning community pioneers Dale Lick, Karl Clauset, and Carlene Murphy lead teachers, principals, and schools in this dynamic approach to school improvement. With a free, comprehensive online collection of practical resources, this book shows you how to: Develop the right vision, relationships, and culture to create and sustain change Model learning-inquiry cycles for action teams for…mehr
Build a dynamic system for change! From NCLB to Common Core standards, we are inundated with directives for improving our schools. How can we really create lasting change? By applying the Change Creation system! Learning community pioneers Dale Lick, Karl Clauset, and Carlene Murphy lead teachers, principals, and schools in this dynamic approach to school improvement. With a free, comprehensive online collection of practical resources, this book shows you how to: Develop the right vision, relationships, and culture to create and sustain change Model learning-inquiry cycles for action teams for success Build loyalty, trust, and responsibility within your teams and across the school
Dale W. Lick is President and Professor Emeritus at Florida State University, a former President of Georgia Southern University, University of Maine, and Florida State University, and, most recently, a University Professor at Florida State University, where he did research in the Learning Systems Institute and taught and directed doctoral students in the Department of Educational Leadership and Policy Studies, and worked on educational and organizational projects involving transformational leadership, change creation, learning organizations, distance learning, school improvement, enhanced student performance, educational technology, new learning systems, strategic planning, and visioning. Included in over 50 national and international biographical listings, Dr. Lick is the author or co-author of eight books and more than 100 professional articles, chapters and proceedings, and 285 original newspaper columns. His recent books are: Whole-Faculty Study Groups: A Powerful Way to Change Schools and Enhance Learning, 1998; Whole-Faculty Study Groups: Creating Student-Based Professional Development, 2001; Whole-Faculty Study Groups: Creating Professional Learning Communities That Target Student Learning, 2005; and The Whole-Faculty Study Groups Fieldbook: Lessens Learned and Best Practices From Classrooms, Districts, and Schools, 2007, all with Carlene U. Murphy, Corwin Press; Schoolwide Action Research for Professional Learning Communities: Improving Student Learning Through The Whole-Faculty Study Groups Approach, 2008, and Schools Can Change: A Step-By-Step Change Creation System for Building Innovative Schools and Increasing Student Learning, 2012, with Karl H. Clauset and Carlene U. Murphy, Corwin Press; and New Directions in Mentoring: Creating a Culture of Synergy, 1999, with Carol A. Mullen, Falmer Press (London), 1999. Dr. Lick received B.S and M.S. degrees from Michigan State University, and a Ph.D. degree from the University of California, Riverside, all in Mathematics, and has three levels of certification in Leading and Managing Change from Conner Partners, Atlanta, GA. His alma maters have honored him with the Michigan State University 2006 Distinguished Alumni Award, and, on its 40th Anniversary in 1994, the University of California, Riverside, with the designation as One of 40 Alumni Who Make a Difference.
Inhaltsangabe
List of Figures and Tables Online Resources Foreword Preface Purpose and Need Who Should Read and Use This Book? Organization and Contents Acknowledgments About the Authors 1. The Change Creation System School Improvement School Reforms The Roots of the Change Creation System No Silver Bullet, One Brick at a Time Standards for Professional Learning and Practice The Change Creation System Summary Part I. Fundamentals of Effectiveness 2. Fundamentals of Effectiveness for School Improvement Understanding the Culture Culture of Discipline Culture of Change Creation Culture of Relationships and Collaboration Culture of Transformational Leadership Cultural Change Summary 3. Fundamentals of Vision and Successful Change Vision Change Success and Failure of Change Effective Sponsorship in Schools Change and Resistance in Schools Universal Change Principle for Schools Summary 4. Fundamentals for Creating Learning Teams and Professional Learning Communities Collaboration and Teamwork Action Teams and Professional Learning Communities Authentic Teams and Synergy Comentoring Teams Learning Teams Professional Learning Communities Summary Part II. The Process of the Change Creation System 5. Introducing the Decision-Making Cycle Action Teams Decision-Making Cycle Preparing to Start the Decision-Making Cycle Summary 6. Identifying Student Learning Needs and Forming Action Teams Student Learning Needs That Action Teams Address How to Identify Student Learning Needs Form Action Teams and Select Student Needs to Address Selecting Student Needs to Address Support for Identifying Student Needs and Forming Action Teams Summary 7. Introducing Action Teams Action Teams in the Change Creation System The Work of Action Teams Purposes of Action Teams Action Team Principles Action Team Process Guidelines Effective Action Team Meetings Action Teams as a Bundle of Changes Summary 8. Support for Action Teams Keep the Focus on Student Learning Protect Time for Action Team Meetings Establish Routines Provide Regular, Frequent, and Constructive Feedback to Action Teams Understand the Developmental Stages of Action Teams Help Struggling Teams Move Forward Develop Communication Networks and Strategies to Share Action Teams¿ Work and Results Form Administrator Action Teams Summary 9. Creating Team Action Plans Team Action Plan Creating Team Action Plans Support for Action Teams on Their Team Action Plans and Logs Summary 10. Implementing Learning and Inquiry Cycles for Innovation and Improving Student Learning: Parts 1 and 2 Implementing Learning and Inquiry Cycles Supporting Learning and Inquiry Cycles for Innovation and Student Learning Summary 11. Implementing Learning and Inquiry Cycles for Innovation and Improving Student Learning: Parts 3 and 4 Implementing Learning and Inquiry Cycles Supporting Learning and Inquiry Cycles for Innovation and Student Learning Summary 12. Assessing the Impact of Action Teams and Sharing Results and Best Practices Assessing the Impact of Action Teams on Teacher Practice and Student Learning Sharing Results and Best Practices and Applying Lessons Learned Repeating the Decision-Making Cycle Each Year Supporting Assessing the Impact of Action Teams and Sharing Results and Best Practices Summary Epilogue References Index
List of Figures and Tables Online Resources Foreword Preface Purpose and Need Who Should Read and Use This Book? Organization and Contents Acknowledgments About the Authors 1. The Change Creation System School Improvement School Reforms The Roots of the Change Creation System No Silver Bullet, One Brick at a Time Standards for Professional Learning and Practice The Change Creation System Summary Part I. Fundamentals of Effectiveness 2. Fundamentals of Effectiveness for School Improvement Understanding the Culture Culture of Discipline Culture of Change Creation Culture of Relationships and Collaboration Culture of Transformational Leadership Cultural Change Summary 3. Fundamentals of Vision and Successful Change Vision Change Success and Failure of Change Effective Sponsorship in Schools Change and Resistance in Schools Universal Change Principle for Schools Summary 4. Fundamentals for Creating Learning Teams and Professional Learning Communities Collaboration and Teamwork Action Teams and Professional Learning Communities Authentic Teams and Synergy Comentoring Teams Learning Teams Professional Learning Communities Summary Part II. The Process of the Change Creation System 5. Introducing the Decision-Making Cycle Action Teams Decision-Making Cycle Preparing to Start the Decision-Making Cycle Summary 6. Identifying Student Learning Needs and Forming Action Teams Student Learning Needs That Action Teams Address How to Identify Student Learning Needs Form Action Teams and Select Student Needs to Address Selecting Student Needs to Address Support for Identifying Student Needs and Forming Action Teams Summary 7. Introducing Action Teams Action Teams in the Change Creation System The Work of Action Teams Purposes of Action Teams Action Team Principles Action Team Process Guidelines Effective Action Team Meetings Action Teams as a Bundle of Changes Summary 8. Support for Action Teams Keep the Focus on Student Learning Protect Time for Action Team Meetings Establish Routines Provide Regular, Frequent, and Constructive Feedback to Action Teams Understand the Developmental Stages of Action Teams Help Struggling Teams Move Forward Develop Communication Networks and Strategies to Share Action Teams¿ Work and Results Form Administrator Action Teams Summary 9. Creating Team Action Plans Team Action Plan Creating Team Action Plans Support for Action Teams on Their Team Action Plans and Logs Summary 10. Implementing Learning and Inquiry Cycles for Innovation and Improving Student Learning: Parts 1 and 2 Implementing Learning and Inquiry Cycles Supporting Learning and Inquiry Cycles for Innovation and Student Learning Summary 11. Implementing Learning and Inquiry Cycles for Innovation and Improving Student Learning: Parts 3 and 4 Implementing Learning and Inquiry Cycles Supporting Learning and Inquiry Cycles for Innovation and Student Learning Summary 12. Assessing the Impact of Action Teams and Sharing Results and Best Practices Assessing the Impact of Action Teams on Teacher Practice and Student Learning Sharing Results and Best Practices and Applying Lessons Learned Repeating the Decision-Making Cycle Each Year Supporting Assessing the Impact of Action Teams and Sharing Results and Best Practices Summary Epilogue References Index
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"Schools Can Change is like a good novel that you can't put down, one in which you want to go over the key parts again and again. It is full of sound advice and a very good cross section of proven practices on educational change. We look forward to using a number of the suggested strategies with our staffs in the years to come."
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