TY  - BOOK
AU  - Dudar,Linda
AU  - Scott,Shelleyann
AU  - Scott,Donald E.
TI  - Accelerating Change in Schools: Leading Rapid, Successful, and Complex Change Initiatives
T2  - Advances in Educational Administration Series
SN  - 9781787143081
AV  - LB2801-3095 
PY  - 2017///
CY  - Bingley
PB  - Emerald Publishing Limited
KW  - Educational change
KW  - Electronic books
N1  - Front Cover -- Accelerating Change in Schools: Leading Rapid, Successful, and Complex Change Initiatives -- Copyright Page -- Contents -- List of Figures -- List of Tables -- List of Cases -- Acknowledgments -- Foreword -- Section I - Leadership and Rapid Change -- Chapter 1 The Demand for Rapid Change -- 1.1. Introduction -- 1.2. What Are Some of the Sociopolitical Drivers of Change? -- 1.2.1. How Does Globalization Drive Change? Exploring Concepts of World Culture, World Systems, Postcolonialism, and Cultur... -- 1.2.2. Globalization and the Knowledge Economy -- 1.2.3. Life-Long Learning and High Quality Educational Outcomes for All -- 1.2.4. Globalization: Migration and Brain Circulation -- 1.2.5. What Is the Influence of Globalization and Neo-Liberalism on Education? -- 1.3. The Organization of the Book -- Chapter 2 Understanding the Theory of Change Processes -- 2.1. Guiding Assumptions for Change -- 2.2. Guiding Assumption 1: Change Is a Process Not an Event! -- 2.2.1. Life Cycle Theory -- 2.2.2. Teleological Theory -- 2.2.3. Dialectical Theory -- 2.2.4. Evolutionary Theory -- 2.2.5. Lewin's Three Steps -- 2.2.6. The Turnaround School Movement -- 2.2.7. Critiques of Turnaround School Literature -- Chapter 3 Stakeholders and Change Participants - Important Influencers -- 3.1. Guiding Assumption 2: Partisanship Can Influence Policy -- 3.2. Guiding Assumption 3: Teachers Are Wonderful Learners - So What Is the Problem with Change? -- 3.2.1. Guskey's Model of Teacher Change -- 3.2.2. Hall and Hord's Concerns-Based Adoption Model -- 3.2.2.1. Stages of Concern (SoC) -- 3.2.2.2. Levels of Use (LoU) -- 3.2.2.3. Innovation Configuration (IC) -- 3.3. Guiding Assumption 4: Professional Development - The Magic Bullet to Policy Implementation and Change? -- 3.3.1. From Then to Now: What We Have Learned about Effective Professional Learning; 3.3.2. The Good, Bad, and the Ugly of Collaborative Professional Development -- 3.3.3. The Theory and Practice Divide: If We Know "Good Practice" Why Don't We Practice It? -- Chapter 4 Defining Change Leadership -- 4.1. Guiding Assumption 5: Understanding Leadership for Change Is Crucial -- 4.1.1. Turnaround Leadership -- 4.1.2. Transformational Leadership -- 4.1.3. Authentic Leadership -- 4.1.4. Leading Learning Organizations -- 4.1.5. From Boundary Breaking to Entrepreneurialism to Renaissance Leadership -- Chapter 5 The Self-Aware and Discerning Change Agent -- 5.1. Metacognition and Change Agency -- 5.2. Social Cognitive Theory -- 5.2.1. Self-Efficacy -- 5.2.1.1. Mastery Experiences (or Performance Accomplishments) -- 5.2.1.2. Vicarious Experiences -- 5.2.1.3. Social or Verbal Persuasion -- 5.2.1.4. Psychological or Emotional Arousal -- 5.2.2. Self-Reflection and Agency -- 5.3. Summary -- Chapter 6 The Rapid Change Model -- 6.1. Fast-Paced Change Is Possible -- 6.2. Fast-Paced Change Can Be Successful Even When Complex and Difficult -- 6.3. The Rapid Change Model -- 6.4. The Demand for Rapid Change -- 6.4.1. Education Ministries -- 6.4.2. School Boards -- 6.4.3. Stakeholders -- 6.4.4. Professional Obligation -- 6.4.5. Common Drivers of Change -- 6.5. Conceptualizing Rapid Change - Distilling the Common Elements -- 6.6. Leader Self-Reflection (Metacognition) and Self-Evaluation -- 6.6.1. Personal Reflection Time -- 6.6.2. Awareness of the Types of Change -- 6.6.3. Reflecting on Leadership and Change Experience -- 6.6.4. Awareness of Intrapersonal and Interpersonal Skills -- 6.6.4.1. Intrapersonal Skills -- 6.6.4.2. Interpersonal Skills -- 6.6.5. Recognition of Personal Support Systems -- 6.6.6. Consideration of Task Force -- 6.7. Visioning -- 6.7.1. From a Seed to a Shared Vision; 6.8. Engaging the Rapid Change Process - Enacting Rapid Change Accelerators -- 6.8.1. Develop a Preplan - Order and Priority -- 6.8.2. Informed Change Efforts - Using Evidence -- 6.8.3. Strike a Task Force -- 6.8.4. Communication -- 6.8.5. Dealing with Resistance and Building Capacity -- 6.9. Rapid Change Accelerators -- 6.10. Monitor and Evaluate the Change -- 6.10.1. Knowledge Mobilization -- 6.10.2. Recognition of a New Language and Culture -- 6.11. Sustainability -- 6.12. Considerations of Sustainability -- 6.12.1. Evidence and Feedback -- 6.12.2. Infrastructure and Processes -- 6.12.3. Resources -- 6.12.4. Leadership -- 6.12.5. Visionaries -- 6.12.6. Professional Development -- 6.13. Summary -- Section II - Rapid Change: Success Stories from Educational Leaders -- Chapter 7 The Head and Heart of Change: Leaders' Advice about Change -- 7.1. Introduction -- 7.2. Students as the Driving Motivation for Change -- 7.2.1. How Do Leaders Think through the Decision for Change? -- 7.3. Recognizing the Types of Change -- 7.4. Leaders' Personal Reflection -- 7.4.1. Space and Time for Reflection -- 7.4.2. Reflection through Emotion -- 7.4.3. Reflection and Consultation -- 7.4.4. Leaders' Resilience and Sources of Strength - What About Me? -- 7.4.5. Evaluating Leadership Skills, Strengths and Weaknesses, and Experiences -- 7.4.5.1. Intrapersonal Skills -- 7.4.5.2. Interpersonal Skills -- 7.4.5.3. Recognizing Personal Strengths -- 7.4.5.4. Recognizing Personal Weaknesses -- 7.4.5.5. Prior Experience with Leading Change -- 7.5. Sharing the Vision for Change -- 7.6. Pre-Planning - Now What? -- 7.6.1. First Things First - What Do I Do First? -- 7.6.1.1. Collecting Data -- 7.6.1.2. The Task Force -- 7.6.1.3. Developing a Communication Plan -- 7.6.1.4. Provide Support for Staff -- 7.7. Sustainability -- 7.8. Summary; Chapter 8 Leaders' Success Stories of Culture (People) Change -- 8.1. Types of Change -- 8.2. Cases of Culture Change -- 8.3. Case 1: Culture Change in a Remote Rural High School - The Legacy of a Tragedy -- 8.3.1. Considering the Case -- 8.4. Case 2: The Fine Arts Program (A Culture Change in Disguise) -- 8.4.1. Considering the Case -- 8.5. Leading Culture Change - What to Consider? -- 8.5.1. People First! - The Right Attitude -- 8.5.1.1. Community Engagement -- 8.5.1.2. Create Cultures of Trust - Through Patience and Respect -- 8.5.2. Readiness and Mind-Set -- 8.5.3. Leading by Example - Demonstrating Commitment to the Change through Leader Involvement -- 8.6. Dealing with Resistance and Conflict -- 8.6.1. Working with Naysayers -- 8.6.2. Resistance, Confusion, or Fear of Inadequacy -- 8.7. Dealing with Emotion -- 8.7.1. Drawing on Personal Strength during Conflict -- 8.7.2. A Time to Move On -- 8.8. Summary -- Chapter 9 Leaders' Success Stories of Program Change -- 9.1. Case 3: Literacy and Writing Program -- 9.1.1. Considering the Case -- 9.2. Leading Program Change - What to Consider? -- 9.2.1. Don't Expect the Stars to Align -- 9.2.2. Never Be Content with the Status Quo -- 9.2.3. Take the Risk to Do Things Differently -- 9.2.4. Expect the Unexpected -- 9.2.5. Realistic Expectations -- 9.2.6. The Benefits of Reflective Leadership -- 9.2.7. There Will Never Be Enough Money -- 9.2.8. Staff Turnover -- 9.2.9. Be a Good Listener but Be Discerning -- 9.2.10. Building Capacity -- 9.3. Summary -- Chapter 10 Stakeholders Are Important Too! -- 10.1. Teachers Are Pivotal Stakeholders -- 10.1.1. Teachers' Philosophy of Teaching and Change -- 10.2. Case 4: An Aboriginal Teacher's Philosophy - Teacher as Change Agent -- 10.2.1. Considering Her Philosophy -- 10.2.2. Teachers' Perspectives about Change -- 10.2.2.1. Teachers' Perceptions of Their Leaders; 10.2.3. Change Is Complex, Difficult, and Challenging but Worth It! -- 10.2.4. Teachers Reactions to Fast-Paced Change -- 10.2.5. Resiliency -- 10.2.6. Outcomes of Change -- 10.2.7. Sustainability -- 10.3. Lesson Leaders Can Learn from Teachers' Perspectives -- 10.4. Students' Perspectives about Change -- 10.5. Case 5: Support of Students with Special Needs -- 10.5.1. Considering the Case -- 10.5.2. Student Awareness of the Need for Change -- 10.5.3. Students Liked Fast-Paced Change -- 10.5.4. Leadership Influences on Students -- 10.5.5. Students' Perceptions of Enhanced Student Voice -- 10.6. Lesson Leaders Can Learn from Students' Perspectives -- 10.7. Parents and Community Members Are Important Too! -- 10.8. Case 6: Influencing Pervasive Absenteeism through a Culture Change in a Large Urban Senior High School -- 10.8.1. Considering the Case -- 10.8.2. Parents' Receptivity to School Change -- 10.8.3. Effective Communication Is Imperative for Positive Educator-Parent Relationships -- 10.8.4. Leaders' Presence that Sets the Tone for the School -- 10.8.5. Relationships -- 10.8.6. Effective Leaders Take (Fast) Action -- 10.9. Lesson Leaders Can Learn from Parents' Perspectives -- 10.10. Summary -- Chapter 11 Context Is Interesting and Important -- 11.1. Context and Change Considerations -- 11.1.1. Gaining Insights about the Nuances of Context -- 11.2. Context - Demographic Factors within the School or Community -- 11.3. Case 7: Change in a Reserve High School - Leading with Love and Professionalism -- 11.3.1. Considering the Case -- 11.3.2. Parents and Communities -- 11.3.2.1. Parental Education Background -- 11.3.2.2. Parents and Diversity -- 11.3.2.3. Socioeconomic Status of the Community -- 11.4. Context - The Size of the School -- 11.5. Case 8: Changing the Culture and Stopping the Decline in Academic Performance in a Large Urban High School; 11.5.1. Considering the Case
N2  - This book presents major findings from a research study exploring the leadership needed to enact rapid change - defined as three years or less - in various school contexts, overtly including the perspectives of leaders, teachers, students, parents, community members, and district leaders
UR  - https://ebookcentral.proquest.com/lib/orpp/detail.action?docID=4756874
ER  -