‘The book allowed me to explore my own leadership practices regarding instructional capacity building. It′s a must for individuals looking to examine ways to improve teaching and learning.’
Royce Avery, Principal
Woodsboro High School, TX
‘Vision and focus are intertwined, and I think this book does an exemplary job of showing the distinctions between the two while depicting their close relationship.
Very motivating . . . as a principal, I was inspired.’
Dana Trevethan, Principal
Turlock High School, CA
Transform your school with ‘Structural Dynamics’ strategies!
Anything built to last needs a clear plan, a solid foundation, the right tools, and strong structural integrity to withstand threatening elements that arise. Unfortunately, most school reform programs do not meet these basic requirements and crumble as quickly as they appear. To offset such mishaps, this guide empowers you to be an architect of long-lasting, positive change using proven ‘Structural Dynamics’ strategies.
Through user-friendly definitions, illustrative points, and indispensable how-to′s, the book enables you to easily apply the principles prescribed, safeguard your plans against failure, and lead your school to reach its maximum potential.
Highlights include:
- Real-life examples of schools that have improved using ‘Structural Dynamics’ principles
- Specific strategies for overcoming obstacles
- Tips for creating a results-oriented plan and meeting shared goals
- Straightforward discussion of the four key elements that propel your school toward achievement
विषयसूची
Dedication
Foreword
Preface
Acknowledgments
About the Authors
1. Stories of School Transformation
2. Advancing a Model for Change
3. Understanding Structural Conflict: The More Things Change, the More They Stay the Same
4. Developing Shared Purposes and Principles
5. Building Democratic Community in a Diverse Society
6. Building Instructional Program Coherence
7. Advancing the Work of Leaders
References
Glossary
Index
लेखक के बारे में
Lynn E. Murray is the Principal Investigator on an Instructional Leadership and Comprehensive School Reform project and the former Co-director of the Vermont Teacher Quality Project both housed at the Vermont Institutes in Montpelier, Vermont. She recently collaborated with her colleagues in the Teacher Quality Project in the publication of the Vermont Field Guide to Educator Mentoring. For the past 30 years, she has served as principal of both a large suburban K-8 elementary and middle school and a smaller rural elementary school, served as a director of special education, and Vermont state department consultant and grant writer, Professor of Education and Chair of Teacher Education at Trinity College, Burlington, Vermont. She co-developed and co-directed the first Northeast Regional Resource Center that served New England, New York and the Puerto Rico, and was a member of the research and development staff of the Northeast Regional Lab. She has studied intensively with Robert Fritz for the past three years, and is an experienced trainer for his organization.
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