About the Authors |
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xi | |
Introduction |
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1 | (12) |
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Basic Assumptions About Aligning the Work of Teams Districtwide |
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1 | (6) |
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Assumption One: Superintendent Leadership Matters--a Lot! |
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2 | (2) |
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Assumption Two: Leaders Must Connect to the Why |
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4 | (1) |
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Assumption Three: Clarity Precedes Competence |
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5 | (1) |
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Assumption Four: Team Work Is Aligned Within a Simultaneous Loose and Tight Culture |
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5 | (1) |
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Assumption Five: Leaders Support Teams Through Reciprocal Accountability |
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6 | (1) |
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Assumption Six: Leaders Monitor and Celebrate the Work of Teams |
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6 | (1) |
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The Right Work, the Right Way, for the Right Reasons |
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7 | (1) |
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8 | (1) |
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The School Board and Superintendent Team |
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8 | (1) |
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The District Leadership Team |
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8 | (1) |
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The Building Leadership Team |
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9 | (1) |
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Teacher Collaborative Teams |
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9 | (1) |
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9 | (1) |
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9 | (2) |
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White River School District |
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11 | (1) |
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12 | (1) |
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Chapter 1 Starting at the Top: The School Board and Superintendent Team |
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13 | (36) |
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Focus on the Why: Building Shared Knowledge |
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14 | (2) |
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Engage in Collaborative Teaming: The Engine That Drives White River |
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16 | (1) |
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Emphasize Expectations and Requirements |
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17 | (12) |
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Direction and Clarity From the Top--Goals |
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18 | (1) |
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19 | (1) |
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Process for Establishing SMART Goals |
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20 | (1) |
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Expectations for Team Meetings |
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21 | (1) |
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22 | (7) |
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29 | (13) |
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29 | (1) |
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The Districtwide Planning Process |
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30 | (1) |
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31 | (1) |
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32 | (10) |
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42 | (4) |
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46 | (3) |
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Chapter 2 Setting the Stage: District Leadership Team |
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49 | (24) |
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Principals Must Be District Leaders |
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51 | (1) |
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Principals Must Communicate an Accurate and Compelling Why and How |
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52 | (4) |
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52 | (2) |
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54 | (1) |
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Connecting the Why and How |
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55 | (1) |
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Principals Must Know the Work Deeply |
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56 | (4) |
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Principals Must Plan, Monitor, and Support Professional Development |
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60 | (2) |
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Include Teacher Leaders: The Building Learning Coordinator |
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62 | (3) |
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Drill Deeper With Focused Teamwork |
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65 | (2) |
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Focus on Principal Leadership |
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67 | (2) |
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Celebrate Successes Along the Journey |
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69 | (2) |
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71 | (2) |
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Chapter 3 Leading the Work at the School Level: The Building Leadership Team |
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73 | (18) |
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Create Layers of Leadership |
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74 | (3) |
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Participate in Team Leader Training |
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77 | (5) |
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82 | (1) |
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Establish Clarity About the Work |
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83 | (1) |
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Monitor Team Progress Toward Goals |
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84 | (2) |
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86 | (2) |
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Engage in Cycles of Collective Inquiry and Action Research |
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88 | (2) |
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88 | (1) |
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89 | (1) |
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90 | (1) |
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Chapter 4 Improving the Learning: Teacher Collaborative Teams |
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91 | (46) |
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Focus on Controllable Variables |
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93 | (13) |
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Create a Caring and Encouraging Classroom Environment |
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94 | (1) |
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Build a Guaranteed and Viable Curriculum |
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94 | (1) |
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95 | (1) |
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Use Effective, Research-Based, and Affirmed Instructional Strategies |
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96 | (1) |
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Frequently Monitor and Analyze Evidence of Student Learning |
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97 | (3) |
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Monitor and Give Feedback on Products and Artifacts |
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100 | (1) |
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Provide Additional Time, Support, and Extension for Learning |
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101 | (3) |
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Frequently Recognize and Celebrate Accomplishments |
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104 | (2) |
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How Collaborative Teams Function |
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106 | (12) |
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The Role of the Team Leader |
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106 | (1) |
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The Collaborative Team Meeting Process |
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107 | (1) |
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108 | (10) |
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118 | (8) |
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A Platform for Transparent Collaboration |
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118 | (4) |
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122 | (1) |
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District-Developed Resources for Unit Planning |
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123 | (3) |
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Singletons and Collaborative Work |
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126 | (8) |
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134 | (3) |
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Chapter 5 Envisioning an Aligned District |
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137 | (4) |
References and Resources |
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141 | (4) |
Index |
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145 | |