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This book presents case-study findings of five school systems' efforts to become true learning communities through action research into the school-renewal process. The programs were located in the Southeast, Midwest, Far West, and an overseas region of the Department of Defense Dependents Schools. The programs shared three characteristics: a focus on improving student learning, an investment in people, and a commitment to generating knowledge about important aspects of school renewal and staff development. Program outcomes led to the development of the following hypotheses: (1) restructuring job assignments and schedules to build time for collective inquiry into the workplace will increase school-improvement activity; (2) active democracy and collective inquiry create the structural conditions in which the process of school improvement is nested; (3) learning to study the learning environment will increase inquiry into ways of helping students learn better; (4) connecting the faculty to the knowledge base on teaching and learning will generate more successful initiatives; (5) staff development will provide synergy and result in initiatives that have greater student effects; and (6) working in small groups will increase the sense of belonging among faculty members. Thirty-one tables are included. (Contains 134 references.) (LMI)
What can today’s educational leaders do to create schools that are purposeful, moral, and successful? In this book, Glickman and Mette provide a powerful set of guidelines that will lead to true school renewal. Using a practical framework for school, district, and community leaders, their roadmap replaces dependence on top-down state and federal regulations, focusing instead on the creation of locally guided initiatives to address local goals. Filled with real-world examples, charts, and illustrations, the text gives teachers, principals, students, parents, central office personnel, school boards, and community members exactly what is needed to remake their schools. Building on Glickman’s highly acclaimed classic, Renewing America’s Schools (1993), this resource is must-reading for anyone involved with school change in today’s divisive and complex times. “My life would have been a whole lot easier if this book had been written when I was in the principal’s office.” —George Wood, former principal and superintendent, Stuart Ohio “This timely and critical book demonstrates how teaching and learning, and a democratic school community, are the key assets to solving our problems. It is not just the future of our schools that is at stake, but democracy itself.” —William Mathis, National Education Policy Center
Leading School Renewal explores how school principal leadership behaviour impacts on school change endeavours, and in particular pedagogic renewal, which is a form of educational improvement that is primarily concerned with the growing of the knowledge, skills and beliefs of education in a manner that optimises students’ life options. The authors identify attributes of principals who have engaged in school renewal and examine the influences on their leadership behaviours and disposition towards renewing their schools while also acknowledging the influence of site-specific contextual variables. The authors propose that certain leadership behaviours exhibited by school principals are integral with renewing a school’s pedagogic focus. They argue renewal is a preferred form of sustainable educational change because it relates to deep-seated cultural changes in approaches to pedagogy, curriculum and school structures. Whilst also maintaining that leadership is at the heart of school improvement and principal leadership practices which are based on a clear sense of purpose, values and beliefs about learning and teaching can transform a school into a learning organisation. Including a foreword by Professor John Hattie, this book is appropriate for all school leaders and educators who want to learn more about school leadership behaviours and highly effective school change.
As a result of today's crisis in education, people are beginning to realize that schools involve far more than providing children with knowledge and skills. Schools are communities and, like all communities, may be healthy or unhealthy. School Renewal addresses the problems and challenges of a school community. Through the use of fairy tales, myths, and the personal experience of Waldorf education, Torin Finser describes how both teachers and parents can come to grips with common problems such as burnout, interpersonal conflicts, and the traps of routine. Most important, the author stresses that an educational community must come to terms with the many unseen dimensions of each individual. He shows how these little-understood aspects of the mind can be cultivated and nourished to keep the school and education alive. School Renewal does not offer formulas and slapdash solutions. Rather, it encourages a whole new way of thinking about education and personal growth - for children and for the adults who care about them. "...if one wish could be granted me on behalf of school renewal, I would ask for significant improvement in the quality of sleep afforded to parents and teachers. No other change has the potential to do more good than simply eliminating the state of chronic exhaustion found by the end of the week in most schools." "Torin Finser understands what it's like to deeply care about the education of our children. His message will be a healing balm for those open to his wise and practical counsel. I want to rush out and buy a copy of this book for every teacher and parent I know." --Eric Utne, founder of Utne Reader "Extremely accessible, down to earth, and full of very important insights. I highly recommend this book." --Dave Alsop, Chairman, Association of Waldorf Schools of North America "Splendid ... not just teachers, but parents, students, and just plain stressed-out citizens would benefit from the wisdom, information, and insight Finser offers." --Joseph Chilton Pearce, author of Magical Child and Evolution's End "Wise guidance for those of us who want to be good stewards of our children and the schools that serve them." -- Parker J. Palmer, author of The Courage to Teach and Let Your Life Speak "An exciting and refreshing book for parents and teachers ... in his clear and concise writing, Torin has shown us how to bring common sense back to our schools." --Jim Grant, Executive Director, Staff Development for Educators "For Finser, school renewal is about self-development ... the suggestions offered here contribute to new ways of thinking about education and personal growth. Highly recommended for school administrators, teachers, community groups, and parents." --Library Journal "Shows that a healthy school community is one that is able to recognize and work with the problems that can mar even the most liberal and creative educational systems: burnout, stress, and interpersonal conflict." --NAPRA Review
This volume shows how school districts can and do make essential contributions to the renewal and enhancement of American education. It expands the conversation on what school districts are, what they do, and how they can enhance the quality of teaching and learning in US schools.
Describes the development of a comprehensive system for the support of educational personnel.
This book offers practical guidelines and suggestions on how to establish, maintain, and evaluate a unique type of network, one that is driven by teams of school-based practitioners; such a network is created and governed by practitioners who decide what services they want, modify the services to meet changing needs, and play key roles in the network leadership.