Efnisyfirlit

• List of Tables and Figures
• Preface
• Acknowledgments
• About the Author
• 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
• 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
• 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
• Afterword by Stephen Dinham
• References
• Index