Summary
Contents
Subject index
Jump start your roles as “learning leader” and “lead learner!” Designed for leaders to learn and lead within the “middle space” between the seemingly opposing dynamics of district expectations and practitioner experience, this book advances the concept of the school as a learning organization. This innovative perspective guides leaders through an intentional, deliberate learning process to develop intelligent, responsive leadership practice. Using stories, strategies, and tools, the authors • Explain the power of “purposeful practice” as a methodology for getting better • Show how to build the requisite capacities to lead effectively via “influence” • Describe how to turn adaptive challenges into leadership inquiries for growth “This important work demonstrates and reinforces the idea that continuous improvement can only come from deep, intentional, focused, and hard work on the part of everyone within an organization. While the examples are rooted within schools and school districts, this work is applicable to any organization that seeks meaningful and specific improvement in their results. This is a must-read for leaders!” —Lynn Macan University at Albany – SUNY, Albany, NY
The Challenge of Leading in the Middle Space
The Challenge of Leading in the Middle Space
Beyond Intentional Interruption
In our previous book, Intentional Interruption: Breaking Down Learning Barriers to Transform Professional Practice (Katz & Dack, 2013), we articulate the links among professional learning, high-quality classroom practice, and improved student achievement. We explain that new professional learning—real learning—is hard work. We describe how human beings have a natural (but unconscious) propensity either to avoid new learning or to turn something novel into something familiar. That is, we transform the world to fit what’s already in our minds. But what we are really after—real learning—involves changing our mental structures to fit new information that we encounter. New learning is about thinking, knowing, and understanding differently than we ...
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