Too much change, not enough improvement
Planned changes often fail because those designing them underestimate the complexity of implementation.
Reduce Change to Increase Improvement provides a practical structure for helping system and school leaders increase improvement while reducing ineffective change and innovation. By drilling down to the beliefs and values that inform the actual practice of change leaders, Robinson identifies the mindset, processes, and actual behaviors that contribute to successful reform efforts and, importantly, provide school leaders with concrete tools that enable them to be more effective.
The structures described in the book are illustrated by numerous examples, cases, and conversation extracts and center on four phases of engagement:
- Agreeing about the problem to be solved
- Revealing the beliefs that sustain the current practices
- Evaluating the relative merit of the existing practices and proposed theory
- Implementing and monitoring the new theory of action
‘Finally, a serious, evidence-proven book about educational change that takes a different tact – beginning with the impact on the learner. Reduce Change to Increase Improvement is a treasure-trove of concrete information for educational leaders. Robinson, always cautious about ‘change for change sake’, brilliantly delineates each step of the way for leaders using authentically-documented conversations and practical discussion-starters that guide us through this collective inquiry approach towards student improvement. All leaders need this concise, clearly-stated text to guide their intentional improvement practices.
—Dr. Lyn Sharratt, International Consultant and Author
OISE, University of Toronto, Ontario, Canada
विषयसूची
List of Tables and Figures
Preface
Acknowledgments
About the Author
1. Too Much Change, Not Enough Improvement
Not All Change Is Desirable
Distinguish Between Change and Improvement
Improvement Means Positive Impact on Learners
The Impact of Leadership on Student Outcomes
Reflection and Action
2. Understand the Challenge of Improvement
Understand Theories of Action
Espoused Theories of Action Versus Theories in Use
Helping to Change Theories of Action
Reflection and Action
3. Two Approaches to Leading Improvement: Bypass and Engage
The Limitations of the Bypass Approach
The Bypass Approach: A National Initiative
From Bypass to Engagement
Reflection and Action
4. The Four Phases of Theory Engagement
Phase I. Agree on the Problem to Be Solved
Phase II. Inquire Into the Relevant Theory of Action
Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action
Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action
Reflection and Action
5. Learning How to Lead Improvement: Coaching That Engages Principals
Excerpt 1: Engage Others’ Thinking
Excerpt 2: The Self-Referential Critique
Excerpt 3: Bypass and Reframing
Reflection and Action
6. Learning How to Lead Improvement: Professional Learning That Engages Participants
The Context
Phase I. Agree on the Problem to Be Solved
Phase II. Reveal the Relevant Theories of Action
Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action
Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action
Reflection and Action
Afterword by Stephen Dinham
References
Index
लेखक के बारे में
Viviane is a Distinguished Professor in the Faculty of Education and Social Work at the University of Auckland, New Zealand and Academic Director of its Centre for Educational Leadership. Her research identifying the impact of different types of leadership on student outcomes (Student- Centered Leadership) has been used to shape leadership policy and practice in Scandinavia, England, Singapore, Chile, Canada, Australia and New Zealand. She has received numerous awards from national and international professional and academic organisations including the Australian Council for Educational Leaders, the New Zealand Secondary Principals Association and the US-based University Council on Educational Administration. In 2011, she was made a Fellow of the American Educational Research Association for sustained excellence in educational research. In 2016 the Royal Society of New Zealand awarded her the Mason Durie Medal for her international contributions to educational leadership research and practice. She currently leads a research and development programme on the leadership knowledge and skills involved in school improvement. To learn more visit her website at www.education.auckland.ac.nz/vmj-robinson
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