From Silos to Systems: Reframing Schools for Success

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Corwin Press, Nov 16, 2010 - Education - 203 pages
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You're stunned by the increase in student absenteeism this year and wonder what is causing it. There may be multiple factors, but few administrators have the luxury of investigating them all. From Silos to Systems provides specific application steps for engaging all staff in a systematic approach to dealing with the various causes of schoolwide problems. School leaders who have used this approach find numerous benefits:

- Teachers have a way for their voices to be heard

- Headteachers spend less time trying to integrate all the concerns of various advisory groups

- Strong cross-cutting ties that spur collaboration emerge among teachers

- Educators realize more dramatic results from their efforts.

The book also includes current research on developing a positive school climate, improving professional learning opportunities, utilizing data analysis to identify and resolve instructional and behavior issues, and the effective use of technology in schools.

 

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Contents

Section I
1
1 Why Reframe Professional Lives of Educators?
3
2 Essential Structure for Reframing Professional Life in Schools
18
3 Essential Processes for Teamwork
31
4 Managing Change Successfully
43
5 Barriers and Pitfalls
56
Section II
73
6 School Culture and Climate
86
7 Data Analysis
102
8 Family and Community Partnerships
123
9 Curriculum and Instruction
141
10 Technology
156
11 Professional Development
174
References
186
Index
197
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About the author (2010)

Sally Kilgore is president and CEO of Modern Red SchoolHouse Institute. Her work has appeared in Education Leadership, Harvard Education Review, and American Sociological Review. In the early 1980s, she coauthored High School Achievement with Thomas Hoffer and the noted scholar, James S. Coleman. She has served on the editorial boards of the American Education Research Journal, Sociology of Education, and Review of Research in Education. In the 1980s, she served as the director of the office of research (OERI) for the U.S. Department of Education. During the 1990s, she served on the advisory board for the National Center for Education Statistics. She served on the faculties of Emory University, University of Cincinnati, and Huston-Tillotson College and as an adjunct at Vanderbilt’s Peabody School of Education.

Karen Reynolds has served as an organizational consultant and facilitator to businesses and schools for over 20 years. While working with MRSH, she has coached teams and principals in large inner city, suburban, and rural districts across the United States. She specializes in helping administrators and school leadership teams design and guide the improvement efforts in their schools. She also works individually with principals as they lead their schools through changes and transitions. She currently serves as the lead facilitator in the federally funded research initiative: Systems Leadership in Middle Schools. Over the course of twenty years, Reynolds grew to understand school improvement issues from a variety of perspectives: as a classroom teacher, an administrator at both the elementary and secondary level, and, finally as a central office administrator.

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