The Intelligent, Responsive Leader
1st Edition
Published on 5. October 2017
Book
Paperback/Softback
192 pages
978-1-5063-3315-1 (ISBN)
Description
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
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
Reviews / Votes
"What I like about The Intelligent, Responsive Leader is that it gives a structure for personal and vicarious learning about the real matter of school leadership, so that these accumulated experiences and wisdom are not lost at either the personal or collegial levels." -- Dr Neil MacNeill, Head Master "The information in Leading Intelligent, Responsive Schools ought to be shared with more people! Some of us have had the opportunity to work with a leadership coach, but many have not and this book levels that playing field." -- Brigitte Tennis, Founder, Headmistress and 8th - 10th Grade Teacher "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 MacanMore details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 11 mm
Weight
290 gr
ISBN-13
978-1-5063-3315-1 (9781506333151)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Steven Katz is the director of Aporia Consulting Ltd. and a faculty member in the Applied Psychology and Human Development at the Ontario Institute for Studies in Education of the University of Toronto (OISE, UT), where he teaches in the Child Study and Education graduate program. He is the recipient of the OISE, UT- wide award for teaching excellence. Steven has a PhD in human development and applied psychology, with specialization in applied cognitive science. His areas of expertise include cognition and learning, teacher education, networked learning communities, leading professional learning, and evidence-informed decision making for school improvement. He has received the Governor General's Medal for excellence in his field and has been involved in research and evaluation, professional development, and consulting with a host of educational organizations around the world. He is the author of several best-selling books, including Leading Schools in a Data-Rich World, Building and Connecting Learning Communities, Intentional Interruption, and The Intelligent, Responsive Leader.
Lisa Ain Dack is a senior associate at Aporia Consulting Ltd. and an instructor in the Master of Teaching and Master of Child Study and Education programs at the Ontario Institute for Studies in Education of the University of Toronto (OISE, UT). She has a PhD in developmental psychol-ogy and education from OISE, UT, with a collaborative degree in developmental science. She is the 2017 recipient of the OISE, UT award for excellence in Initial Teacher Education. Lisa facilitates Leader Learning Teams in various school districts in Ontario, leads numerous research projects investigating learning teams, and is involved in research projects on assessment and evaluation. She also undertakes program evaluations at both the primary and secondary levels. In addition, she leads workshops for administrators and teachers throughout Ontario on Leader Learning Teams, professional learning, and data-driven deci-sion making. She is coauthor of the best-selling book Intentional Interruption. Lisa and her husband Jeff have three children, Sadie, Rachel, and Dylan.
John Malloy is the Director of Education for the Toronto District School Board. He has an Ed.D. in educational administration from the University of Toronto (OISE, UT). Prior to being the Director of Education in Toronto, John held senior leadership positions at the Ontario Ministry of Education and in three other Ontario school boards. John's areas of expertise include leadership development, large scale system change, strategic planning, professional learning, and equity. John has fostered a culture of collaborative inquiry and shared leadership in each of the school districts where he has led, which in turn has produced improved outcomes for students.
Lisa Ain Dack is a senior associate at Aporia Consulting Ltd. and an instructor in the Master of Teaching and Master of Child Study and Education programs at the Ontario Institute for Studies in Education of the University of Toronto (OISE, UT). She has a PhD in developmental psychol-ogy and education from OISE, UT, with a collaborative degree in developmental science. She is the 2017 recipient of the OISE, UT award for excellence in Initial Teacher Education. Lisa facilitates Leader Learning Teams in various school districts in Ontario, leads numerous research projects investigating learning teams, and is involved in research projects on assessment and evaluation. She also undertakes program evaluations at both the primary and secondary levels. In addition, she leads workshops for administrators and teachers throughout Ontario on Leader Learning Teams, professional learning, and data-driven deci-sion making. She is coauthor of the best-selling book Intentional Interruption. Lisa and her husband Jeff have three children, Sadie, Rachel, and Dylan.
John Malloy is the Director of Education for the Toronto District School Board. He has an Ed.D. in educational administration from the University of Toronto (OISE, UT). Prior to being the Director of Education in Toronto, John held senior leadership positions at the Ontario Ministry of Education and in three other Ontario school boards. John's areas of expertise include leadership development, large scale system change, strategic planning, professional learning, and equity. John has fostered a culture of collaborative inquiry and shared leadership in each of the school districts where he has led, which in turn has produced improved outcomes for students.
Content
Preface
The Rationale
The Focus
Organization
Reading and Using This Book
Acknowledgments
Publisher's Acknowledgments
About the Authors
Chapter 1: The Challenge of Leading in the Middle Space
Beyond Intentional Interruption
The Centrality of Professional Learning
Leading in the Middle Space
Implementation Challenges at the Nexus of Pressures and Supports
Initiativitis and Literal Leadership
Polemics in the Middle Space
Time for Reflection
Chapter 2: The Intelligent, Responsive School
The Power of And
Prescription and Professional Judgment
Intelligent Expectations
Responsive Conditions
The Relationship Between Intelligent and Responsive
Beyond Polemics
Time for Reflection
Chapter 3: Intelligent, Responsive Leadership Practice
Leadership, Professional Learning, and Classroom Practice
Intelligent Leadership Practices
Leading an Intelligent, Responsive School
Time for Reflection
Chapter 4: The Psychological Foundations of "Getting Better"
The Psychological Foundations of Leadership Learning Inquiries
The Psychological Foundations of Collaborative Leader Learning
Time for Reflection
Chapter 5: Getting Better at "Influence" Through Leader Learning Inquiries
What Are Leader Learning Teams?
Leadership Learning Inquiries
Developing a Leadership Inquiry Question Using Our Leadership Inquiry Template
The "How" of a Leadership Inquiry
Why Sticking With the Template Matters
Knowing When a Leadership Inquiry Is "Done"
Moving Forward
Time for Reflection
Chapter 6: Ensuring That Together Is Better
The Mechanics of the Leader Learning Team
The Ongoing Spirit of Critical Friendship
Our Learning Conversations Protocol: An Intentional Interruption Strategy for Enhanced Collaborative Learning
Toward a Preferred Future of the Intelligent, Responsive School
Time for Reflection
References
Index
The Rationale
The Focus
Organization
Reading and Using This Book
Acknowledgments
Publisher's Acknowledgments
About the Authors
Chapter 1: The Challenge of Leading in the Middle Space
Beyond Intentional Interruption
The Centrality of Professional Learning
Leading in the Middle Space
Implementation Challenges at the Nexus of Pressures and Supports
Initiativitis and Literal Leadership
Polemics in the Middle Space
Time for Reflection
Chapter 2: The Intelligent, Responsive School
The Power of And
Prescription and Professional Judgment
Intelligent Expectations
Responsive Conditions
The Relationship Between Intelligent and Responsive
Beyond Polemics
Time for Reflection
Chapter 3: Intelligent, Responsive Leadership Practice
Leadership, Professional Learning, and Classroom Practice
Intelligent Leadership Practices
Leading an Intelligent, Responsive School
Time for Reflection
Chapter 4: The Psychological Foundations of "Getting Better"
The Psychological Foundations of Leadership Learning Inquiries
The Psychological Foundations of Collaborative Leader Learning
Time for Reflection
Chapter 5: Getting Better at "Influence" Through Leader Learning Inquiries
What Are Leader Learning Teams?
Leadership Learning Inquiries
Developing a Leadership Inquiry Question Using Our Leadership Inquiry Template
The "How" of a Leadership Inquiry
Why Sticking With the Template Matters
Knowing When a Leadership Inquiry Is "Done"
Moving Forward
Time for Reflection
Chapter 6: Ensuring That Together Is Better
The Mechanics of the Leader Learning Team
The Ongoing Spirit of Critical Friendship
Our Learning Conversations Protocol: An Intentional Interruption Strategy for Enhanced Collaborative Learning
Toward a Preferred Future of the Intelligent, Responsive School
Time for Reflection
References
Index