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The authors discuss four elements of change and outline five essential practices for leading dynamic, innovative educational systems that prepare students for a changing world.
- Sales Rank: #1167620 in Books
- Brand: Corwin
- Published on: 2009-11-16
- Original language: English
- Number of items: 1
- Dimensions: 9.90" h x .70" w x 6.90" l, 1.10 pounds
- Binding: Paperback
- 248 pages
- Holding courageous conversations.
- Embracing dissonance.
- Creating context.
- Changing your field of vision.
- Letting ideas collide.Self-assessment activities, team conversation starters, stories and examples
Review
"The authors are grounded educational leaders who have lived the approach to improvement and innovation that they write about. Filled with anecdotal examples, reflection exercises, and practical strategies, this is a very useful and timely resource for educators seeking to understand and influence educational innovation and transformation in the 21st century." (Michael H. Dickmann, Professor 2008-09-08)
"The authors contrast improvement of existing practices with a more rigorous and creative push for innovation that introduces new and different practices and structures. In many situations, district and school improvement plans have evolved into the technical work of interpreting data about the past and present, studying research, and creating documents. This book stimulates leaders as they stretch their organization's culture to reveal mental models, consider external trends, and seek creative and energizing strategies that will prepare students for a future we cannot yet define." (Edie Holcomb, Consultant 2008-09-11)
"This book is aimed at school based leaders who what to move beyond micro-level tinkering. The authors arm adventurous school leaders to venture boldly into the challenging role of innovative paradigm shifts that have the potential to improve the school’s effectiveness exponentially.” (Neil MacNeill, Principal 2009-03-11)
“This is one of the most important works I have read in a number of years. The author describes the challenges educators face and gives a means to create the best schools ever. It holds the promise of unlocking the future of great schooling in our country." (Sister Camille Anne Campbell, Principal 2009-03-11)
“This book should be read by all teacher leaders and administrators! It will cause you to rethink the way we are instructing our students today, in preparation for their tomorrow.” (Gayle Wahlin, Director of Leadership Services 2009-03-11)
"This book should be sent to leadership programs, organizational programs, boards of education after guidance from the superintendent, superintendents, district office personnel, principals, and all individuals in key leadership positions. Perhaps even to political leaders, especially in local communities.” (Douglas Gordon Hesbol, Superintendent 2009-03-11)
About the Author
Dr. Robert Davidovich is a consultant specializing in leadership, transformational change, innovation, systems thinking, and organizational planning. An educator for more than 30 years, he has served students as a teacher, principal, staff development coordinator, and director of organizational development. For fourteen years he was principal of a U.S. Department of Education School of Excellence. In his role as the director of organizational development he oversaw the district’s transformational planning initiative. Robert is an adjunct instructor and lecturer at local universities and a consultant for organizations in several states regarding system improvement, innovative leadership, and organiznational development.
Dr. Pauli Nikolay has served as a teacher, principal, director of instruction, superintendent, and an assistant state superintendent at the Department of Public Instruction. In addition to her consultant work in the area of academic standards and instructional strategies, she facilitates workshops on leadership, culture, and improvement/innovation strategies. She received her state’s Association for Supervision and Curriculum Development Educator of the Year Award, the Educational Media Association Administrator of the Year Award, the State Reading Association Outstanding Administrator Award, and the Women’s Leader in Education Award. She currently serves as a site coordinator, instructor, and mentor for students in the Master’s in Educational Leadership program at Cardinal Stritch University.
Dr. Bonnie Laugerman is a high school principal in a large suburban school district that is listed in US Newsweek as one of the top 1,500 high schools in the nation and Number 1 rated high school in sports in the state by Sports Illustrated. She is currently leading her district through a process of responding to the needs of the 21st-century learner. She has been an educator over 30 years, working in urban and suburban school districts in building and central office leadership capacity. Bonnie is a consultant and adjunct professor for a local university and teaches courses related to brain compatible learning, assessment, curriculum, and teacher supervision and evaluation. She has a special interest in the experience of high school principals shaping a learning culture in their schools.
Carol Commodore is an independent consultant whose special interests center on leadership, assessment, systems thinking, motivation and learning. An educator for more than 30 years, she served as a classroom teacher, a department chair, an assistant superintendent and an assessment coordinator. During her tenure as a district leader she facilitated the establishment of new programs in the areas of balanced assessment and foreign language. Carol has coauthored three other books in the areas of assessment and leadership. Carol presents and consults for local, state, national and international organizations across North America, Asia, and the Middle East.
Most helpful customer reviews
2 of 3 people found the following review helpful.
Paradigm shifting change in schools
By Dr Neil MacNeill
Davidovich, Nikolay, Laugerman & Commodore (2010). Beyond School Improvement.
I was fortunate to have read the draft of this book in 2008, and I am doubly fortunate to have read the printed copy this week. When I first read the book I felt that what made it different was that it would challenge school leaders to step out of their comfort zones and embrace the dissonance of generating solutions to problems, which can be seen as being outside the square. The publication of this book is timely because of a variety of colliding influences, school leaders are now playing the end-game with education as we know it. As the SAS insignias state- Who dares wins, and, education at this time requires similarly, bold, visionary action.
There are three certainties in life: death, taxes and change. In the literature, large-scale change, as a process, is rarely discussed. In schools, most change is about the minor tweaking at program or operational levels. A new spelling program is often considered a big improvement in the school culture. Leaders then talk of teachers being "change-weary" and how they have to "manage change". According to Davidovich et al.- improvement is not enough, and stability means death. Leadership is about change, while maintaining the status quo remains the domain of managers. Davidovich and his co-authors show how school-leaders can become the big-players in the world of paradigm shifts in education.
Large-scale change requires leaders to be courageous. The authors entreat the readers to have the courage to leap (into change) and then have courageous conversations. The S-Curve (Charles Handy's sigmoid curve) provides a useful learning tool to graph the timing of change.
For the visual learners, the Figures provide summaries of the internal workings of the elements of change. Figure 5.2 (Essential Leadership Practices) show how the dissonance, change, seeking being disturbed, all help to create the chemistry underwriting high-level change.
The appendices listing the resources are very useful.
On reflection, I look back to the early work of Everett Rogers (Diffusion of Innovation), and Bennis, Benne, Chin and Corey (The Planning of Change) and I see that this book fills an important gap- not the least is that it is written with schools in mind. The foment of change that Davidovich and his colleagues promote will be generated by a school and organisational culture in which ideas collide.
This is a brilliant book, imploring school leaders to go boldly where few school leaders have ever gone before (if I can get away with one historic split infinitive today)!
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