Hidden in Plain Sight - Iannini, Michael
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Middle leaders, either through curiosity, career-mindedness, or even coercion, accepted a role that is poorly defined, has limited or no authority, and comes with a huge target for colleagues and senior leaders to set their sights on. The expressions "Don't shoot the messenger" and "We are all in this together" are common mottos. These are the middle leaders I want to capacity to be agents for transformational change: grade-level and subject team leaders, department heads, coordinators, and any other role tasked with making sure teachers work interdependently to improve student learning. This…mehr

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Produktbeschreibung
Middle leaders, either through curiosity, career-mindedness, or even coercion, accepted a role that is poorly defined, has limited or no authority, and comes with a huge target for colleagues and senior leaders to set their sights on. The expressions "Don't shoot the messenger" and "We are all in this together" are common mottos. These are the middle leaders I want to capacity to be agents for transformational change: grade-level and subject team leaders, department heads, coordinators, and any other role tasked with making sure teachers work interdependently to improve student learning. This book will help senior leaders empower middle leaders to take ownership of school change initiatives, by: understanding how to select middle leaders, differentiating expectations for middle leaders and identifying the skills and knowledge middle leaders need to lead change. Middle leaders will learn how to advocate for themselves and their team, by being able to: define their role, understand how their role changes as the team develops and harness conflict to leverage the individual skills and experience of all team members.
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Autorenporträt
Michael's journey in education began 23 years ago as a research assistant at the Arizona State University Child Development Laboratory, where he studied mixed age playgroups and conducted studies of how children retain and recall information. Since moving to China in 1999, Michael was first a teacher and then left the education field to start up and grow two successful information technology businesses. One of Michael's start-ups was in India, which helped him to learn to reflect on his successes in China and adapt them to building effective intercultural teams. During these years Michael learned how to satisfy the needs of a diverse group of stakeholders, develop cross-cultural leadership and communication skills, as well as continue his studies in Building Effective Teams and Strategic Planning. Michael returned to the education field in 2009 and began to work with a number of Not-for-Profit Organizations, International and Chinese Bilingual schools to develop curriculum, train teachers, and consult leadership on staff capacity building strategies, which has included a long and mutually beneficial relationship with the Association for China and Mongolia International Schools and the Council of International Schools. Michael's website, www.pdacademia.com, has more information about the work he does with schools as well as several webinar recordings and other resources related to the book.