Closing the Achievement Gap Means Transformation. Chris Colgren , Neil E. Engaging teachers in the reflective process: How one Massachusetts school district facilitates and sustains teacher growth Telena S. McManus , Christine M. Equality of opportunity: The relationship between tracking and educational outcomes Christopher C.
Sustainability of a comprehensive school reform model from the perspectives of three participating principals BethAnn Smith Browning. Related Papers. All transformation requires the approach above. In districts, accountability involves activities like improving performance and reporting numbers, measuring learning, and reporting to stakeholders. Answerability, meanwhile, involves improving performance and showing growth , supporting learning , and dialoguing with stakeholders. Districts deal with both accountability and answerability daily.
In conversations with superintendents this year, several said that accountability kept them from working on the answerability pieces they wanted to focus on. Why are transformation efforts so challenging? Sometimes the reason is a lack of attention given to developing the organizational capacity necessary to support and sustain change. Other times, initiatives start with the flawed assumption that there is already a common understanding of why the change is needed. Sometimes we must remind ourselves that resistance to change is not really in the system itself, but in the perceptions of those working in the system.
How do we shift perceptions?
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What information is needed? But sometimes the resistance is in the system itself, as is the case when support, even ownership, for a change exists, but the structures and culture are not supportive. The following framework is useful for those who are leading the change effort. Consider these as capacity indicators of the organization — questions leaders should consider prior to implementing or installing a new initiative, project, or program.
Transformational leaders understand the idea that moral purpose is a driving factor in transformational change. The interactions and relationships between people are what will carry transformational change efforts, sustained by systems that can support the change. That deep commitment to shared purpose, values, and direction is key, inspiring people to look beyond themselves to something greater than themselves, then offering support, encouragement, and recognition along the way.
Leading for Learning How to Transform Schools into Learning Organizations
Those who lead transformation must understand that the necessary changes will impact the structure and culture of the organizations they lead. Such change requires attention to both the systemic and the technical properties of the organization. In developing educational leaders, the Schlechty Center uses this frame: transformational leadership versus transactional leadership.
Successful transformation efforts in school districts require balancing control and letting go in a highly collaborative way.
Ideas from the Field
They require a codeveloped vision through stakeholder engagement, activating the heart, and transparency about the work. They necessitate combining ideas about moral purpose and sharing differing ideas. Transformational change can be a challenging process, but an incredibly rewarding one. Prepaid features remaining:. Prepaid promoted listings remaining:.
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Leading for Learning : How to Transform Schools Into Learning Organizations - maymimasfigh.ml
New item Free shipping Ping Add this item to Cart for a combined free shipping deal. Please allow an additional 2 to 3 working days before dispatch. How do schools compete with television, computer games, and the Internet to engage the hearts and minds of their students?
Phil Schlechty argues that we must develop schools where innovation is encouraged, and students are given work that is truly rigorous, relevant, and exciting. In making this transition, educators must move beyond some of the deeply ingrained and negative conceptions that guide so much of their practice.