Creating Great Schools: Six Critical Systems at the Heart of Educational Innovation
In Creating Great Schools, Phillip C. Schlechty—one of the nation’s best-known experts on leadership and change in schools—offers a hands-on primer that will help arm school leaders with the tools they need to buck the system from within. Creating Great Schools shows educational leaders how they can sustain continuous innovation and improvement in order to create truly great schools. Schlechty outlines the six critical systems that define the norms and expressions of the school’s organizational culture¾recruitment and induction, knowledge transmission, power and authority, evaluation, direction, and boundaries¾and shows what it takes to lead effective systemic change in order to sustain new values and direction. The book is filled with effective strategies and offers guidelines for introducing the “disruptive innovations” that are necessary to change the fundamental norms of an educational organization and truly revitalize a school. He offers suggestions for working through the thorny issues that arise from the efforts to introduce new norms and provides school leaders with valuable insights of the critical rules, roles, and relationships in schools.
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Six Critical Systems
New Norms New Values New Directions
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academic action aesthetic norms American attention authority system become believe central office change effort Chapter classroom clear commitment competing loyalties compliance concerned context continuous improvement corporal punishment create culture define dents Diane Ravitch direction disruptive innovations effective ensure evaluation system example expected fact Fager Furthermore goals Harvard Business School high school idea important induction system interests intrinsic motivation involved issues Jossey-Bass knowledge base Learning Organizations means merit pay moral and aesthetic moral knowledge moral norms moral order organization parents performance persons preachments present principals problems programs public schools recruitment and induction require responsive result rewards role Rosabeth Moss Kanter Saint Xavier University school board school district school leaders school reform skills social Sociological Imagination Sociology sometimes staff development standards strategies structure student engagement superintendent systemic change teach teachers technical norms test scores things tion understand values
Concept-Based Curriculum and Instruction for the Thinking Classroom
H. Lynn Erickson
Limited preview - 2007