Schools Can Change

A Step-by-Step Change Creation System for Building Innovative Schools and Increasing Student Learning
1. Auflage 2012
ISBN: 978-1-4129-9874-1
Verlag: Corwin

Buch, Englisch, 256 Seiten, Format (B × H): 216 mm x 280 mm, Gewicht: 654 g

Build a dynamic system for change!

From No Child Left Behind to Common Core standards, we are inundated with directives for improving our schools. How can we really create lasting change? By applying the Change Creation system!
The Change Creation system produces a creative, collaborative, nurturing school environment—and you can make it happen. The authors use what they have learned over two decades of working with schools implementing Whole Faculty Study Groups to make improvements and refinements that create a more streamlined and effective grass-roots system for measurable and sustainable student growth.

Learning community pioneers Dale Lick, Karl Clauset, and Carlene Murphy show teachers, principals, and schools how to:

- Develop the right vision, relationships, and culture to create and sustain change
- Create communication networks for sharing that work
- Model learning-inquiry cycles for action teams for success
- Build loyalty, trust, and responsibility within your teams and across the school

With a free, comprehensive online collection of practical resources including templates, checklists and action team assessment forms, Schools Can Change will become your keystone for school innovation and improved student learning.

"Far too many good initiatives fall short due to lack of planning and exclusion of important stakeholders. The authors tell us how to build a sustainable culture over time. They don't pretend that it is easy, but give the educator confidence that it can be done."
—Eddie Ingram, Superintendent
Franklin County Schools, Louisburg, NC

"This is the most comprehensive book on the topic of school change ever written. The suggested practices and strategies at various stages create a comprehensive, meaningful text. This book helps us gain practical wisdom at all levels in our districts and schools."
—Lyne Ssebikindu, Assistant Principal
Crump Elementary School, Cordova, TN

Autoren/Hrsg.

Lick, Dale W.

Clauset, Karl H.

Murphy, Carlene U.

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Schulpädagogik

Inhaltsverzeichnis

List of Figures and Tables
Online Resources
Foreword
Preface
Purpose and Need
Who Should Read and Use This Book?
Organization and Contents
Acknowledgments
About the Authors
1. The Change Creation System
School Improvement
School Reforms
The Roots of the Change Creation System
No Silver Bullet, One Brick at a Time
Standards for Professional Learning and Practice
The Change Creation System
Summary
Part I. Fundamentals of Effectiveness
2. Fundamentals of Effectiveness for School Improvement
Understanding the Culture
Culture of Discipline
Culture of Change Creation
Culture of Relationships and Collaboration
Culture of Transformational Leadership
Cultural Change
Summary
3. Fundamentals of Vision and Successful Change
Vision
Change
Success and Failure of Change
Effective Sponsorship in Schools
Change and Resistance in Schools
Universal Change Principle for Schools
Summary
4. Fundamentals for Creating Learning Teams and Professional Learning Communities
Collaboration and Teamwork
Action Teams and Professional Learning Communities
Authentic Teams and Synergy
Comentoring Teams
Learning Teams
Professional Learning Communities
Summary
Part II. The Process of the Change Creation System
5. Introducing the Decision-Making Cycle
Action Teams Decision-Making Cycle
Preparing to Start the Decision-Making Cycle
Summary
6. Identifying Student Learning Needs and Forming Action Teams
Student Learning Needs That Action Teams Address
How to Identify Student Learning Needs
Form Action Teams and Select Student Needs to Address
Selecting Student Needs to Address
Support for Identifying Student Needs and Forming Action Teams
Summary
7. Introducing Action Teams
Action Teams in the Change Creation System
The Work of Action Teams
Purposes of Action Teams
Action Team Principles
Action Team Process Guidelines
Effective Action Team Meetings
Action Teams as a Bundle of Changes
Summary
8. Support for Action Teams
Keep the Focus on Student Learning
Protect Time for Action Team Meetings
Establish Routines
Provide Regular, Frequent, and Constructive Feedback to Action Teams
Understand the Developmental Stages of Action Teams
Help Struggling Teams Move Forward
Develop Communication Networks and Strategies to Share Action Teams' Work and Results
Form Administrator Action Teams
Summary
9. Creating Team Action Plans
Team Action Plan
Creating Team Action Plans
Support for Action Teams on Their Team Action Plans and Logs
Summary
10. Implementing Learning and Inquiry Cycles for Innovation and Improving Student Learning: Parts 1 and 2
Implementing Learning and Inquiry Cycles
Supporting Learning and Inquiry Cycles for Innovation and Student Learning
Summary
11. Implementing Learning and Inquiry Cycles for Innovation and Improving Student Learning: Parts 3 and 4
Implementing Learning and Inquiry Cycles
Supporting Learning and Inquiry Cycles for Innovation and Student Learning
Summary
12. Assessing the Impact of Action Teams and Sharing Results and Best Practices
Assessing the Impact of Action Teams on Teacher Practice and Student Learning
Sharing Results and Best Practices and Applying Lessons Learned
Repeating the Decision-Making Cycle Each Year
Supporting Assessing the Impact of Action Teams and Sharing Results and Best Practices
Summary
Epilogue
References
Index

Über Autor(innen)

Lick, Dale W.
Dale W. Lick is President and Professor Emeritus at Florida State University, a former President of Georgia Southern University, University of Maine, and Florida State University, and, most recently, a University Professor at Florida State University, where he did research in the Learning Systems Institute and taught and directed doctoral students in the Department of Educational Leadership and Policy Studies, and worked on educational and organizational projects involving transformational leadership, change creation, learning organizations, distance learning, school improvement, enhanced student performance, educational technology, new learning systems, strategic planning, and visioning.

Included in over 50 national and international biographical listings, Dr. Lick is the author or co-author of eight books and more than 100 professional articles, chapters and proceedings, and 285 original newspaper columns. His recent books are: Whole-Faculty Study Groups: A Powerful Way to Change Schools and Enhance Learning, 1998; Whole-Faculty Study Groups: Creating Student-Based Professional Development, 2001; Whole-Faculty Study Groups: Creating Professional Learning Communities That Target Student Learning, 2005; and The Whole-Faculty Study Groups Fieldbook: Lessens Learned and Best Practices From Classrooms, Districts, and Schools, 2007, all with Carlene U. Murphy, Corwin Press; Schoolwide Action Research for Professional Learning Communities: Improving Student Learning Through The Whole-Faculty Study Groups Approach, 2008, and Schools Can Change: A Step-By-Step Change Creation System for Building Innovative Schools and Increasing Student Learning, 2012, with Karl H. Clauset and Carlene U. Murphy, Corwin Press; and New Directions in Mentoring: Creating a Culture of Synergy, 1999, with Carol A. Mullen, Falmer Press (London), 1999.

Dr. Lick received B.S and M.S. degrees from Michigan State University, and a Ph.D. degree from the University of California, Riverside, all in Mathematics, and has three levels of certification in Leading and Managing Change from Conner Partners, Atlanta, GA. His alma maters have honored him with the Michigan State University 2006 Distinguished Alumni Award, and, on its 40th Anniversary in 1994, the University of California, Riverside, with the designation as One of 40 Alumni Who Make a Difference.

Murphy, Carlene U.
Carlene U. Murphy is founder and executive director of the National WFSG Center and the principal developer of the Whole-Faculty Study Groups® system of professional development. In August 2007, she began her 50th year of work in public schools. She started her teaching career in 1957 as a fourth grade teacher in her hometown of Augusta, GA. The next year she moved to Memphis, TN where she taught for 13 years, returning to Augusta in 1972 and retiring from the district in 1993 as its director of staff development. During her 15 years as the district’s chief staff developer, the district received many accolades, including the Award for Outstanding Achievement in Professional Development from the American Association of School Administrators and Georgia’s Outstanding Staff Development Program Award for two consecutive years. She was awarded the National Staff Development Council’s Contributions to Staff Development Award and served as the National Staff Development Council’s chair of the annual national conference in Atlanta in 1986, president in 1988, and board member from 1984 to 1990. The friendships she formed and cemented during the over thirty years of her close relationship with NSDC were life-changing.

After retiring from the Augusta, Georgia schools, she has worked with schools throughout the United States implementing Whole-Faculty Study Groups. She has written extensively about her work in Educational Leadership and Journal of Staff Development and has written with Dale Lick two other books about the WFSG system: Whole-Faculty Study Groups: Creating Professional Learning Communities That Target Student Learning, Corwin Press, 2005; and The Whole-Faculty Study Groups Fieldbook: Lessons Learned and Best Practices from Classrooms, Districts, and Schools (co-editor), 2007. Another book with Karl Clauset and Dale Lick, Schoolwide Action Research for Professional Learning Communities: Improving Student Learning Through the Whole-Faculty Study Groups Approach (Corwin Press, 2008), focuses on the work of study groups and gives descriptive data from schools implementing WFSG.

She now lives on a small horse farm just outside of Augusta in a four generational home, which includes her husband, Joe, daughter, three grandchildren and a great-granddaughter. Even with all the activities in such a home, she still finds time to write about her work, correspond with colleagues and read about the latest developments in education.

Clauset, Karl H.
Learn more about Karl Clauset's PD offerings

Karl H. Clauset is director of the National WFSG Center. He is an experienced school improvement coach and Whole-Faculty Study Group® trainer. Since 1999 he has helped more than ninety elementary, middle and high schools launch WFSG and has supported the schools through the implementation phase. He was the lead author, with Dale Lick and Carlene Murphy, for Schoolwide Action Research for Professional Learning Communities: Improving Student Learning Through the Whole-Faculty Study Groups Approach (Corwin Press, 2008), which focuses on the collaborative work teacher teams do to improve their teaching and increase student learning. He is also a senior consultant with Focus on Results and works with principals, school leadership teams, and central office staff to help them align and strengthen efforts to improve teaching and learning.

Previously, he worked as a site developer with ATLAS Learning Communities, a nationally recognized school reform program, and in standards-based reform and international education development at the Education Development Center. In his earlier careers in education, he was a teacher and administrator at the Jakarta International School in Indonesia, and taught in secondary schools in Philadelphia, Zambia and Tanzania. He received a national award from ASCD for the outstanding dissertation in supervision for his doctoral dissertation on the dynamics of effective schooling. As a faculty member at the Boston University School of Education, he taught graduate courses in educational policy analysis, organizational analysis, and planning. Before moving to western Washington in 2003, he served as an elected school board member and board chair for six years in his Massachusetts community.

Dale W. Lick is past president of Georgia Southern University, the University of Maine, and Florida State University, and he is currently a university professor in the Learning Systems Institute at Florida State University. He teaches in the Department of Educational Leadership and Policy Studies and works on educational and organizational projects involving transformational leadership, change creation, leading and managing change, learning teams, learning organizations, distance learning, new learning systems (e.g. the HyLighter Learning and Assessment Systems), strategic planning, and visioning. A mathematician by academic training, Lick previously held administrative and faculty positions at the Port Huron Junior College, University of Redlands, University of Tennessee, Drexel University, Russell Sage College, and Old Dominion University. He also served as a visiting research mathematician at Brookhaven National Laboratory, an adjunct professor of biomathematics at Temple University, and a scientific consultant to the U.S. Atomic Energy Commission. Included in 45 national and international biographical listings, Lick is the author of four books; more than 60 book chapters, professional articles, and proceedings; and 285 original newspaper columns. His recent books are Whole-Faculty Study Groups: A Powerful Way to Change Schools and Enhance Learning and Whole-Faculty Study Groups: Creating Student-Based Professional Development (both with Carlene Murphy), and New Directions in Mentoring: Creating a Culture of Synergy (author and coeditor with Carol Mullen). Lick received his bachelor’s and master’s degrees from Michigan State University and a PhD from the University of California at Riverside.

Carlene U. Murphy is the director of the National Whole-Faculty Study Groups Center in Augusta, Georgia. She began her teaching career as a fourth-grade teacher in 1957 in her hometown of Augusta. She has since held various teaching and administrative positions, developed and administered programs for gifted children in the Richmond County school system, and served as a director of staff development. In 1992, she was the inaugural winner of the National Staff Development Council’s Contributions to Staff Development Award, one of the organization’s highest honors. Her personal service to the National Staff Development Council included serving as chairperson of the annual national conference in Atlanta in 1986, as president in 1988, and on the board of trustees from 1984 to 1990. After retiring from the Richmond County schools in 1993, she worked through 1997 as a private consultant for the schools and districts that wanted to implement the process that she would name Whole-Faculty Study Groups (WFSGs). She has written extensively about her work in Educational Leadership and the Journal of Staff Development. From the summer of 1997 to December 2002, Murphy worked as a full-time consultant with ATLAS Communities. She worked with all ATLAS schools in the implementation of WFSGs. She also continued to work with schools not associated with the national comprehensive school reform design.

Karl H. Clauset is director of the National Whole-Faculty Study Groups Center. He is an experienced school improvement coach and Whole-Faculty Study Group (WFSG) trainer. Since 1999, he has helped more than fifty elementary, middle, and high schools launch WFSG and has supported the schools through the implementation phase. He is also a senior consultant with Focus on Results and works with district offices in school systems to help them align and support reform efforts in schools. Previously, he worked as a site developer with ATLAS Learning Communities, a nationally recognized school reform program, and in standards-based reform and international education development at the Education Development Center.

In his earlier careers in education, he worked as a teacher and administrator at the Jakarta International School in Indonesia and taught in secondary schools in Philadelphia, Zambia, and Tanzania. He received a national award from ASCD for the outstanding dissertation in supervision in 1983 for his doctoral dissertation on the dynamics of effective schooling. As a faculty member at the Boston University School of Education, he taught graduate courses in educational policy analysis, organizational analysis, and planning. Before moving to western Washington in 2003, he served as an elected school board member and board chair for six years in his Massachusetts community.