Accelerating Change in Schools Leading Rapid Successful and Complex Change Initiatives 1st Edition by Linda Dudar, Shelleyann Scott, Donald E Scott ISBN 1787143082 9781786355010

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ISBN 10: 1787143082
ISBN 13: 9781786355010
Author: Linda Dudar, Shelleyann Scott, Donald E Scott

Accelerating Change in Schools Leading Rapid Successful and Complex Change Initiatives 1st Edition Table of contents:

Section I – Leadership and Rapid Change

Chapter 1 The Demand for Rapid Change

1.1. Introduction

1.2. What Are Some of the Sociopolitical Drivers of Change?

1.2.1. How Does Globalization Drive Change? Exploring Concepts of World Culture, World Systems, Postcolonialism, and Culturalism

1.2.2. Globalization and the Knowledge Economy

1.2.3. Life-Long Learning and High Quality Educational Outcomes for All

1.2.4. Globalization: Migration and Brain Circulation

1.2.5. What Is the Influence of Globalization and Neo-Liberalism on Education?

1.3. The Organization of the Book

Chapter 2 Understanding the Theory of Change Processes

2.1. Guiding Assumptions for Change

2.2. Guiding Assumption 1: Change Is a Process Not an Event!

2.2.1. Life Cycle Theory

2.2.2. Teleological Theory

2.2.3. Dialectical Theory

2.2.4. Evolutionary Theory

2.2.5. Lewin’s Three Steps

2.2.6. The Turnaround School Movement

2.2.7. Critiques of Turnaround School Literature

Chapter 3 Stakeholders and Change Participants – Important Influencers

3.1. Guiding Assumption 2: Partisanship Can Influence Policy

3.2. Guiding Assumption 3: Teachers Are Wonderful Learners – So What Is the Problem with Change?

3.2.1. Guskey’s Model of Teacher Change

3.2.2. Hall and Hord’s Concerns-Based Adoption Model

3.2.2.1. Stages of Concern (SoC)

3.2.2.2. Levels of Use (LoU)

3.2.2.3. Innovation Configuration (IC)

3.3. Guiding Assumption 4: Professional Development – The Magic Bullet to Policy Implementation and Change?

3.3.1. From Then to Now: What We Have Learned about Effective Professional Learning

3.3.2. The Good, Bad, and the Ugly of Collaborative Professional Development

3.3.3. The Theory and Practice Divide: If We Know “Good Practice” Why Don’t We Practice It?

Chapter 4 Defining Change Leadership

4.1. Guiding Assumption 5: Understanding Leadership for Change Is Crucial

4.1.1. Turnaround Leadership

4.1.2. Transformational Leadership

4.1.3. Authentic Leadership

4.1.4. Leading Learning Organizations

4.1.5. From Boundary Breaking to Entrepreneurialism to Renaissance Leadership

Chapter 5 The Self-Aware and Discerning Change Agent

5.1. Metacognition and Change Agency

5.2. Social Cognitive Theory

5.2.1. Self-Efficacy

5.2.1.1. Mastery Experiences (or Performance Accomplishments)

5.2.1.2. Vicarious Experiences

5.2.1.3. Social or Verbal Persuasion

5.2.1.4. Psychological or Emotional Arousal

5.2.2. Self-Reflection and Agency

5.3. Summary

Chapter 6 The Rapid Change Model

6.1. Fast-Paced Change Is Possible

6.2. Fast-Paced Change Can Be Successful Even When Complex and Difficult

6.3. The Rapid Change Model

6.4. The Demand for Rapid Change

6.4.1. Education Ministries

6.4.2. School Boards

6.4.3. Stakeholders

6.4.4. Professional Obligation

6.4.5. Common Drivers of Change

6.5. Conceptualizing Rapid Change – Distilling the Common Elements

6.6. Leader Self-Reflection (Metacognition) and Self-Evaluation

6.6.1. Personal Reflection Time

6.6.2. Awareness of the Types of Change

6.6.3. Reflecting on Leadership and Change Experience

6.6.4. Awareness of Intrapersonal and Interpersonal Skills

6.6.4.1. Intrapersonal Skills

6.6.4.2. Interpersonal Skills

6.6.5. Recognition of Personal Support Systems

6.6.6. Consideration of Task Force

6.7. Visioning

6.7.1. From a Seed to a Shared Vision

6.8. Engaging the Rapid Change Process – Enacting Rapid Change Accelerators

6.8.1. Develop a Preplan – Order and Priority

6.8.2. Informed Change Efforts – Using Evidence

6.8.3. Strike a Task Force

6.8.4. Communication

6.8.5. Dealing with Resistance and Building Capacity

6.9. Rapid Change Accelerators

6.10. Monitor and Evaluate the Change

6.10.1. Knowledge Mobilization

6.10.2. Recognition of a New Language and Culture

6.11. Sustainability

6.12. Considerations of Sustainability

6.12.1. Evidence and Feedback

6.12.2. Infrastructure and Processes

6.12.3. Resources

6.12.4. Leadership

6.12.5. Visionaries

6.12.6. Professional Development

6.13. Summary

Section II – Rapid Change: Success Stories from Educational Leaders

Chapter 7 The Head and Heart of Change: Leaders’ Advice about Change

7.1. Introduction

7.2. Students as the Driving Motivation for Change

7.2.1. How Do Leaders Think through the Decision for Change?

7.3. Recognizing the Types of Change

7.4. Leaders’ Personal Reflection

7.4.1. Space and Time for Reflection

7.4.2. Reflection through Emotion

7.4.3. Reflection and Consultation

7.4.4. Leaders’ Resilience and Sources of Strength – What About Me?

7.4.5. Evaluating Leadership Skills, Strengths and Weaknesses, and Experiences

7.4.5.1. Intrapersonal Skills

7.4.5.2. Interpersonal Skills

7.4.5.3. Recognizing Personal Strengths

7.4.5.4. Recognizing Personal Weaknesses

7.4.5.5. Prior Experience with Leading Change

7.5. Sharing the Vision for Change

7.6. Pre-Planning – Now What?

7.6.1. First Things First – What Do I Do First?

7.6.1.1. Collecting Data

7.6.1.2. The Task Force

7.6.1.3. Developing a Communication Plan

7.6.1.4. Provide Support for Staff

7.7. Sustainability

7.8. Summary

Chapter 8 Leaders’ Success Stories of Culture (People) Change

8.1. Types of Change

8.2. Cases of Culture Change

8.3. Case 1: Culture Change in a Remote Rural High School – The Legacy of a Tragedy

8.3.1. Considering the Case

8.4. Case 2: The Fine Arts Program (A Culture Change in Disguise)

8.4.1. Considering the Case

8.5. Leading Culture Change – What to Consider?

8.5.1. People First! – The Right Attitude

8.5.1.1. Community Engagement

8.5.1.2. Create Cultures of Trust – Through Patience and Respect

8.5.2. Readiness and Mind-Set

8.5.3. Leading by Example – Demonstrating Commitment to the Change through Leader Involvement

8.6. Dealing with Resistance and Conflict

8.6.1. Working with Naysayers

8.6.2. Resistance, Confusion, or Fear of Inadequacy

8.7. Dealing with Emotion

8.7.1. Drawing on Personal Strength during Conflict

8.7.2. A Time to Move On

8.8. Summary

Chapter 9 Leaders’ Success Stories of Program Change

9.1. Case 3: Literacy and Writing Program

9.1.1. Considering the Case

9.2. Leading Program Change – What to Consider?

9.2.1. Don’t Expect the Stars to Align

9.2.2. Never Be Content with the Status Quo

9.2.3. Take the Risk to Do Things Differently

9.2.4. Expect the Unexpected

9.2.5. Realistic Expectations

9.2.6. The Benefits of Reflective Leadership

9.2.7. There Will Never Be Enough Money

9.2.8. Staff Turnover

9.2.9. Be a Good Listener but Be Discerning

9.2.10. Building Capacity

9.3. Summary

Chapter 10 Stakeholders Are Important Too!

10.1. Teachers Are Pivotal Stakeholders

10.1.1. Teachers’ Philosophy of Teaching and Change

10.2. Case 4: An Aboriginal Teacher’s Philosophy – Teacher as Change Agent

10.2.1. Considering Her Philosophy

10.2.2. Teachers’ Perspectives about Change

10.2.2.1. Teachers’ Perceptions of Their Leaders

10.2.3. Change Is Complex, Difficult, and Challenging but Worth It!

10.2.4. Teachers Reactions to Fast-Paced Change

10.2.5. Resiliency

10.2.6. Outcomes of Change

10.2.7. Sustainability

10.3. Lesson Leaders Can Learn from Teachers’ Perspectives

10.4. Students’ Perspectives about Change

10.5. Case 5: Support of Students with Special Needs

10.5.1. Considering the Case

10.5.2. Student Awareness of the Need for Change

10.5.3. Students Liked Fast-Paced Change

10.5.4. Leadership Influences on Students

10.5.5. Students’ Perceptions of Enhanced Student Voice

10.6. Lesson Leaders Can Learn from Students’ Perspectives

10.7. Parents and Community Members Are Important Too!

10.8. Case 6: Influencing Pervasive Absenteeism through a Culture Change in a Large Urban Senior High School

10.8.1. Considering the Case

10.8.2. Parents’ Receptivity to School Change

10.8.3. Effective Communication Is Imperative for Positive Educator-Parent Relationships

10.8.4. Leaders’ Presence that Sets the Tone for the School

10.8.5. Relationships

10.8.6. Effective Leaders Take (Fast) Action

10.9. Lesson Leaders Can Learn from Parents’ Perspectives

10.10. Summary

Chapter 11 Context Is Interesting and Important

11.1. Context and Change Considerations

11.1.1. Gaining Insights about the Nuances of Context

11.2. Context – Demographic Factors within the School or Community

11.3. Case 7: Change in a Reserve High School – Leading with Love and Professionalism

11.3.1. Considering the Case

11.3.2. Parents and Communities

11.3.2.1. Parental Education Background

11.3.2.2. Parents and Diversity

11.3.2.3. Socioeconomic Status of the Community

11.4. Context – The Size of the School

11.5. Case 8: Changing the Culture and Stopping the Decline in Academic Performance in a Large Urban High School

11.5.1. Considering the Case

11.6. Context – The Site of the School

11.6.1. Rural and Urban Contexts

11.6.2. Relationships and Rural Communities

11.7. Case 9: Technology Integration in a Remote K-8 School

11.7.1. Considering the Case

11.7.2. Leaders, Concerns with Rural Contexts

11.8. The Context – The Level or Type of School

11.9. Case 10: Becoming a Specialist School for English Language Learners

11.9.1. Considering the Case

11.9.2. School Pressures

11.9.3. School Type

11.10. What Leaders Need to Consider about Their School Context

11.11. Summary

Chapter 12 Are You Ready?

12.1. Initiate Change for the Right Reasons

12.2. Believe that Making Fast-Paced Change Is Possible

12.3. Be Aware that There Are Different Types of Changes

12.4. Recognize Some Changes May Need to Be Sustained for Years … Others Not

12.5. The Importance of Reflection

12.5.1. Self-Reflect on Your Leadership Capacity

12.5.2. Don’t Wallow in Character Assassination

12.5.3. Learn from Others

12.5.4. Learn from Your Past Experiences

12.5.5. Communication Makes or Breaks the Success of the Change

12.6. Remember, YOU ARE NOT ALONE!

12.6.1. Don’t Be a Lone Wolf or a Glory Hound

12.7. Visioning and Pre-Planning – Getting Your Priorities Right

12.7.1. Be Realistic about the Extent of Difficulty and the Magnitude of the Change

12.8. Vigilantly Search for and Employ Rapid Change Accelerators

12.9. Remember to Take Care of Yourself

12.10. This Is NOT the Spanish Inquisition So Don’t Punish Dissenters – Build Capacity

12.11. Summary

12.12. Conclusion

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Tags: Linda Dudar, Shelleyann Scott, Donald E Scott, Accelerating Change, Complex Change Initiatives