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Leading for Learning

Leading for Learning. Phillip C. Schlechty. By: Anne Pustejovsky , Patty Leek, Jordan Wallace, Heather Holt, Leanna Ferrero, Mary Sinkule , Amy Beseda , Christina Nemec , Mark Dorsey. CHAPTER 1. The Case for Transformation. “Transformation not Reformation”.

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Leading for Learning

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  1. Leading for Learning Phillip C. Schlechty By: Anne Pustejovsky, Patty Leek, Jordan Wallace, Heather Holt, Leanna Ferrero, Mary Sinkule, Amy Beseda, Christina Nemec, Mark Dorsey

  2. CHAPTER 1 The Case for Transformation

  3. “Transformation not Reformation” • Transformation must be positive and centered on student and process • School transformation will impact our economy, civic and moral health Fertile soil of Transformation Infertile soil of Reformation

  4. Chapter 2 System and Technological Change

  5. System Changes-Trump Plan • School day broken into small time modules • Schedule based on assessment of instructional needs • Various classroom space and size arranged in a flexible manner • Innovative and encourages student pursuing studies independently • Mixed classrooms • Needs strong leadership • Technology changes are operational systems (accounting, finance, human resources) • Sustaining and Disruptive Innovations

  6. Chapter 3 Bureaucracies Vs. learning Organizations

  7. Learning Organizations • All children learn at high levels (progress based) • Where “we” are… “Most teachers feel oppressed trying to confirm to all kinds of rules, goals and objectives, many of which they don’t believe in • Where “we” want to be… Collaborative partners who proactively work together. All opinions are considered and decision making is made as a team./

  8. Chapter 4 Bureaucratic Images of Schools

  9. Bureaucratic Images of Schools • School as a factory • School as a service delivery organization • School as a warehouse • School as a prison • School as a learning organization

  10. Chapter 5 A New image of Schools

  11. A new image of schools • Organizational: the formality of bureaucratic approach causes suppression. Example: Everything trickles from the top, down. Government -> Student • Community: the community schould be involved in the school and they should influence one another like a family.

  12. Chapter 6 The Bureaucratic Impulse

  13. The Bureaucratic Impulse • The transformation is moving in the wrong direction from community institutions -> government agencies. • Business leaders impact policy makers with no knowledge of the educational system or students needs

  14. Chapter 7 Reassessing Standards

  15. Reassessing Standards • Students are our products • Bureaucratic model sees education as a business and students are carbon copies - We can’t test the same • We can’t teach the same to all • Mistakes are learning opportunitites

  16. Chapter 8 Restoring Civic Capacity and Building Social Capital: 2 Keys of School Transformation

  17. Restoring Civic Capacity and building social capital Two keys to school transformation • Building civic capacity and social capital • Great leadership

  18. Chapter 9 Painting a New Image of Schools

  19. Painting a New Image of schools • True learning institutions must be created they do not happen by chance Mental models- Move schools into the modern century. “Digital Learners” • Teachers must know technology in order to track it.

  20. Chapter 10 Creating the Capacity to Support Innovation

  21. Creating the Capacity to Support Innovation • Bureaucracies lack continuous innovation that is needed for learning organizations • Engagement and Content -Direction and Focus -Future Orientation -Strategic Action • Focus on developing shared beliefs, visions and a focus for the future

  22. Chapter 11 Standards as Sources of Direction

  23. Standards as sources of direction • Standards might be repositioned in schools so that they serve more effectively as tools • States should develop standards of graduation • Vertical alignment is key for student success

  24. Chapter 12 A Theory of Action

  25. A theory of action • The leaders (superintendent and principal) should be thoroughly educated and current with technology. • Our school needs to network with other schools in the area. • We always need to be open to change. • Studying revolutionary leaders would give us examples of how to overcome roadblocks. • “Get the right people on the bus.” Jim Collins – Go From “Good to Great”

  26. Chapter 13 • Engaging the Heart and Recapturing our Heritage

  27. Engaging the heart and recapturing our heritage • Local leaders need to discover how attending to their schools might serve as well as a catalyst for building and strengthening their sense of community. • We are creating tomorrow leaders today. • Will they be prepared to face the real world?... • Up to education, parents to students of today.

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