Equity, From the Boardroom to the Classroom (eBook)
154 Seiten
Rowman & Littlefield Publishers (Verlag)
978-1-4758-4869-4 (ISBN)
Equity, from the Boardroom to the Classroom discusses the need for districts to become Professional Learning Organizations (PLOs) which links the board's role to Professional Learning Communities. In order to promote equity, it is vital that school boards build a culture in which all stakeholders contribute individually and collectively to accomplish district objectives. To foster a collaborative culture, boards must display ';thermostat leadership' as opposed to ';thermometer leadership.' ';Thermostat leadership' is practiced when the board is actively involved in setting, maintaining, or adjusting district culture in order to ensure alignment with district priorities which PLOs promote. Comparatively, ';thermometer leadership' is used when a board governs by a laissez-faire approach and seeks to mandate a specificculture without becomingly actively involved. The latter approach enable boards to be misinformed about its strategic initiatives.Research is clear: No school reform aimed at improving student learning will be successful without strong leadership and support from the school board. PLOs are a must for districts that desire to build a positive culture and seek to increase student achievement by way of a systemic process grounded in collaboration. Without leadership, support, and collaboration led by the school board, it is doubtful that any school reform will be successful regardless of how effective the reform may appear to be.
Patrick Rice, PhD, is a Field Services/Equity Director for the Illinois Association of School Boards and is a former teacher, administrator, and professor.
ForewordPrefaceAcknowledgementsIntroductionChapter 1- Why Organizational Culture MattersChapter 2- A Look at PLOsChapter 3- A Look at PLC TeamsChapter 4- The Power of Informed Oversight and Systemic GovernanceChapter 5- Benefits of Becoming a PLOChapter 6- The Role of the Community Engagement Process in a PLOChapter 7- Implementation Stages of Becoming a PLO: How to Sustain the PLO Culture Chapter 8- School Board and Superintendent Leadership is EssentialChapter 9- The Final Case on Why Districts Should Choose to Become PLOsChapter 10- Concluding Thoughts GlossaryReferencesAbout the Author
Zusatzinfo | 15 Illustrations including: - 8 Black & White Illustrations; - 6 Halftones, Black & White including Black & White Photographs; - 1 Text Boxes. |
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Sprache | englisch |
Themenwelt | Schulbuch / Wörterbuch ► Schulbuch / Allgemeinbildende Schulen |
Sozialwissenschaften ► Pädagogik | |
Schlagworte | Administration • administrators • Classroom • Classroom management • district planning • Elementary School • High School • Leadership • middle school • PLO • Principals • professional development • School Board • Teachers • Teaching |
ISBN-10 | 1-4758-4869-2 / 1475848692 |
ISBN-13 | 978-1-4758-4869-4 / 9781475848694 |
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