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Reduce change to increase improvement / Viviane Robinson.

Reduce change to increase improvement / Viviane Robinson.
Item Information
Barcode Shelf Location Collection Volume Ref. Status Due Date Res.
TF1310887 371.2 ROB
 Loan   . Available .  
Reserve Title Catalogue Record 19378
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Catalogue Information
Field name Details
Record Number 19378
ISBN 9781506325378
Item Number 40028314013
Location 371.2 ROB
Author Robinson, V. M. (Viviane M.) (author.).
Title Reduce change to increase improvement / Viviane Robinson.
Published Thousand Oaks, California : Corwin, [2018]
Collation xxi, 121 pages ; 22 cm.
Series Corwin impact leadership series
General Note PSD - Professor Stephen Dinham Collection
Bibliography Note Includes bibliographical references (pages 111-114) and index.
Contents Note 1.Too Much Change, Not Enough Improvement -- Not All Change Is Desirable -- Distinguish Between Change and Improvement -- The Distinction Between Change and Improvement Increases Leaders' Accountability -- The Distinction Fosters Vigilance About Whether Change Is Working -- Is the Change Worth It? -- Improvement Means Positive Impact on Learners -- The Impact of Leadership on Student Outcomes -- Reflection and Action -- 2.Understand the Challenge of Improvement -- Understand Theories of Action -- Espoused Theories of Action Versus Theories in Use -- Helping to Change Theories of Action -- Reflection and Action -- 3.Two Approaches to Leading Improvement: Bypass and Engage -- The Limitations of the Bypass Approach -- Double-Loop Learning Is Unlikely -- Too Little Critical Scrutiny of the Alternative Theory -- Bypass May Produce Mutual Mistrust -- The Bypass Approach: A National Initiative -- From Bypass to Engagement --
Contents note continued: From Bypass to Engagement: A School Initiative -- Reflection and Action -- 4.The Four Phases of Theory Engagement -- Phase I Agree on the Problem to Be Solved -- Data Can Suggest What Is Problematic -- Constructive Problem Talk -- Defensive Problem Talk -- Gain Sufficient Agreement -- Phase II Inquire Into the Relevant Theory of Action -- Ask Direct and Respectful Questions -- Postpone Evaluation of the Theory -- Inquire Systematically Into Each Component of the Theory of Action -- Phase III Evaluate the Relative Merit of the Current and Alternative Theories of Action -- Which Values Are Important? -- Theory Evaluation and Interpersonal Behavior -- Communicating Respectful Evaluations -- Phase IV Implement and Monitor a New, Sufficiently Shared Theory of Action -- Use Implementation and Outcome Indicators -- Embed the Indicators in the Work of Improvement -- Reflection and Action -- 5.Learning How to Lead Improvement: Coaching That Engages Principals --
Contents note continued: Excerpt 1 Engage Others' Thinking -- Layer 1 The Coach Brings Relevant Knowledge -- Layer 2 The Coach Models How to Maintain a Shared Focus -- Layer 3 The Coach Enacts the Interpersonal Values of Respect, Truth-Seeking, and Internal Commitment -- Excerpt 2 The Self-Referential Critique -- How to Provide Self-Referential Critique -- Excerpt 3 Bypass and Reframing -- Reflection and Action -- 6.Learning How to Lead Improvement: Professional Learning That Engages Participants -- The Context -- Phase I Agree on the Problem to Be Solved -- Phase II Reveal the Relevant Theories of Action -- Construct a General Theory of Action -- Construct a Personal Theory of Action -- Phase III Evaluate the Relative Merit of the Current and Alternative Theories of Action -- Construct and Evaluate an Alternative General Theory of Action -- Phase IV Implement and Monitor a New, Sufficiently Shared Theory of Action -- Reflection and Action.
Subject Educational change
Educational innovations
School improvement programs
Educational innovations
Educational change
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