Thomas W. Many, Susan K. Sparks-Many

Leverage

Using PLCs to Promote Lasting Improvement in Schools

• Broschiertes Buch

Produktbeschreibung

Discover high-impact leadership strategies for a thriving learning community! This compelling new book provides straightforward guidance and solutions for educators working to transform their school environments. Concre

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Produktdetails

• Verlag: Corwin
• Seitenzahl: 170
• Erscheinungstermin: 9. September 2014
• Englisch
• Abmessung: 254mm x 178mm x 9mm
• Gewicht: 333g
• ISBN-13: 9781452259574
• ISBN-10: 1452259577
• Artikelnr.: 40456385

Autorenporträt

Thomas W. Many, EdD, works with teachers, administrators, school boards, parents, and other education stakeholders on organizational leadership, implementation and change, and Professional Learning Communities strategies and concepts. Dr. Many′s long and distinguished career includes 20 years of experience as a superintendent. He has also served as a classroom teacher, learning center director, curriculum supervisor, principal, and assistant superintendent. As former superintendent of Kildeer Countryside Community Consolidated School District 96 in Buffalo Grove, Illinois, Dr. Many used the tenets of the PLC at Work(TM) process to ensure high levels of learning for all students. He played a key role in preparing elementary and middle grade students for entering Adlai E. Stevenson High School, a nationally recognized PLC. Under Dr. Many′s leadership, student achievement in District 96 improved every year for 12 consecutive years. More than 95 percent of all students now meet or exceed state standards. The district has been especially effective in helping students with special needs improve their academic performance. It has become recognized as one of the premier elementary school districts in the nation. A dedicated PLC practitioner, he is a compelling and sought-after speaker. Dr. Many has written numerous articles and has coauthored books. Susan Sparks Many provides professional development for building and sustaining professional learning communities and strengthening skills for effective teaming. Her extensive experience as an education leader includes service as a teacher, staff developer, and executive director. She worked in four different Boards of Cooperative Educational Services (BOCES) in Colorado and received state recognition for her work in standards-based education. Susan retired as executive director of the Front Range BOCES for Teacher Leadership, where she served 19 metro area school districts and the School of Education and Human Development at the University of Colorado Denver. Her workshops and presentations focus on impacting results through interpersonal effectiveness, facilitating difficult conversations, and creating collaborative teams. Known as a results-based facilitator, Susan assists teams with developing skills to collaborate and increase student achievement. Susan′s passion for empowering educators is evident in every aspect of her work. Her areas of expertise include consensus building, decision making, contract negotiations, conflict resolution, strategic planning, and professional learning communities. Susan earned a bachelor of arts and teaching certification from Western State College of Colorado and a master of arts and administrative license from the University of Northern Colorado.

Inhaltsangabe

Foreword by Richard DuFour
Preface
Acknowledgments
About the Authors
Introduction
Section I: The Principal
1. Leadership Matters
Evidence of the Principal's Impact on Student Learning
How Do Principals Impact Student Learning?
Different Forms of Leadership Impact Learning Differently
Leadership Matters, But the Right Kind of Leadership Matters More
2. Examining the Complex Role of the Principal
The Sheer Pandemonium of the Principalship
Trends Shaping the Current Reality of the Principalship
Creating a New Normal for Principals
3. Move the World: The Essence of Leverage
Creating an Operational Definition of Leverage
Where Can We Look for the Leverage Point?
4. Professional Learning Communities: The High-Leverage Strategy
An Overview of the PLC Model
Reflection Promotes Progress Toward Becoming a PLC: A Case Study
Identifying Leverage Points in a PLC
Section II: Practical Applications
5. The Secrete to Success: Leverage a Focus on Learning
What Matters Most
Creating an Operational Definition of What Is Essential
The Balanced and Coherent System of Assessment: Providing a Steady Stream
of Information
The Need for SPEED: Criteria for Designing Effective Pyramids of
Intervention
The Secret to Success
6. Take Away the Traning Wheels: Leverage a Collaborative Culture
A Rose by Any Other Name: What Is Important About Collaborative Teams?
The Elephant in the Room: Making Time for Collaboration
The Turning Point: Building Collective Capacity
Package Couriers, Meter Readers, and Copier Repairmen: Leveraging
Opportunities to Share Best Practices
Take Away the Training Wheels: The Difference Between Monitoring and
Micromanaging Teams
7. Reports From the Precinct Captains: Leverage a Results Orientation
The Right Interpretation of a Results Orientation
Three Rules for Using Data
Protocols: A Powerful Prescription for Professional Learning
It's Not Pixie Dust; It's Protocol
SOAP Notes: A Tool to Promote Reflective Dialogue About Student Learning
Reports From the Precinct Captains
Applying a Results Orientation in Schools
Tangible Benefits of Data Meetings
A Results-Oriented Practice Transforms School Culture
Section III: PLC Strategies
8. What's on Your Refrigerator Door? Clear Away the Clutter to Clarify
What's Important in Your School
A Thousand Conversations: The Power of Consistent, Clear Messages About
What Matters
Flying Kites: Understanding the Concept of Loose/Tight Leadership
9. Reboot the Principalship: Strategies to Rekindle, Reignite, Reenergize
Your School
Get Off Your "Buts": Responding to Resistors in Your School
Making Diamonds: Top-Down Pressure and Bottom-Up Support
Reboot the Principalship: Strategies to Rekindle, Reignite, Reenergize Your
School
Bibliography
Additional Readings
Index