The Art of Skimming Stones challenges conventional leadership frameworks, highlighting a crucial gap in their ability to effectively drive improvement. While many models emphasise individual capacities, they often lack practical guidance on implementing these skills for tangible results. In response, Steven Trotter’s SKIM Model offers a clear pathway for school leaders seeking impactful change.
Developed through years of school leadership experience, this model emphasises intentional steps, focusing on subtle yet crucial shifts to engage individuals and foster meaningful improvement. By simplifying the complexity of leadership into actionable steps, the SKIM Model empowers leaders across schools to enact positive change and enable sustained improvement.
Innehållsförteckning
About the author
Acknowledgements
Author’s note
Part 1: Introduction
Chapter 1 Setting the scene
Chapter 2 What does skimming stones have to do with leadership?
Chapter 3 Introducing the SKIM Model
Chapter 4 Selecting the right skimming stone
Chapter 5 Unload your cognitive load
Part 2: The SKIM Model
Chapter 6 Success
Chapter 7 Knowledge
Chapter 8 Inquisitive
Chapter 9 Measured
Chapter 10 The Meerkat Effect
Part 3: Other considerations
Chapter 11 Language is important
Chapter 12 What if it doesn’t work?
Chapter 13 Research of influence
Chapter 14 Conclusion
References
Om författaren
Steven Trotter has been a senior school leader and principal in a variety of school communities, both small and large, rural and suburban, and in the primary and secondary education sectors. He has been a network executive chair and an executive member in two Victorian government principal networks. Over his career, he has developed a passion for designing, trialling and refining adult learning architecture for educators and leaders to ensure they are on the path for sustained, ongoing improvement.
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