| |
| |
| |
| Values Based Strategic Planning: Why Plan? | |
| |
| |
| |
| Who Needs to Plan? | |
| |
| |
| Introduction | |
| |
| |
| Schools as better places | |
| |
| |
| Deficit thinking | |
| |
| |
| Values and the people who make up schools | |
| |
| |
| People, not results | |
| |
| |
| A word about values | |
| |
| |
| Big picture and chalk-face planning in schools | |
| |
| |
| The leader's role | |
| |
| |
| About this approach | |
| |
| |
| |
| Strategic Planning | |
| |
| |
| A fear of planning | |
| |
| |
| Self-managing schools | |
| |
| |
| Strategic planning as a system requirement | |
| |
| |
| Strategic planning and school improvement | |
| |
| |
| Strategic planning | |
| |
| |
| Confronting the notion of strategic choice | |
| |
| |
| Strategic planning in schools | |
| |
| |
| Principles of effective strategic planning | |
| |
| |
| Summary | |
| |
| |
| |
| Strategic Planning and Organisational Redesign | |
| |
| |
| A fear of restructuring | |
| |
| |
| Restructuring in schools | |
| |
| |
| Reengineering in schools | |
| |
| |
| Rethinking in schools | |
| |
| |
| Summary | |
| |
| |
| |
| Leadership and Strategic Planning | |
| |
| |
| The leader's role in strategic planning | |
| |
| |
| Strategic planning and learning organistations | |
| |
| |
| A school is a human invention | |
| |
| |
| Strategic planning and the importance of people | |
| |
| |
| Reframing: A way of elevating understanding | |
| |
| |
| A new understanding of vision | |
| |
| |
| Summary | |
| |
| |
| |
| Strategic Thinking | |
| |
| |
| Strategic thinking | |
| |
| |
| The seven planning hexagons | |
| |
| |
| Strategic management tasks versus critical operating tasks | |
| |
| |
| Summary | |
| |
| |
| |
| Values | |
| |
| |
| Values and educational administration | |
| |
| |
| A cultural approach | |
| |
| |
| Defining values | |
| |
| |
| Values-driven schools | |
| |
| |
| Traditional organisational values | |
| |
| |
| Global issues: Whose values? | |
| |
| |
| Top-down imposition of values to drive change | |
| |
| |
| Shared values | |
| |
| |
| Esposued values | |
| |
| |
| What are values and how do they affect schools? | |
| |
| |
| Values and student socialisation | |
| |
| |
| School values and central requirements | |
| |
| |
| Summary | |
| |
| |
| |
| Comparing Strategic Planning Processes | |
| |
| |
| Introduction | |
| |
| |
| Traditional strategic planning processes | |
| |
| |
| A committees approach | |
| |
| |
| The values based strategic planning process | |
| |
| |
| Differences between planning approaches | |
| |
| |
| |
| Values Based Strategic Planning: A Practical Guide | |
| |
| |
| |
| Values Based Strategic Planning | |
| |
| |
| Introduction | |
| |
| |
| How is planning carried out? | |
| |
| |
| A summary of the steps in the values-based process | |
| |
| |
| |
| Introduction | |
| |
| |
| |
| Values Scan | |
| |
| |
| Writing value statements | |
| |
| |
| Collating value statements | |
| |
| |
| Towards one set of values | |
| |
| |
| |
| Critical Issues | |
| |
| |
| Celebration point | |
| |
| |
| |
| Writing a Mission Statement | |
| |
| |
| |
| Keep, Change and Try | |
| |
| |
| Keep, change and try: As a client survey process | |
| |
| |
| |
| Collating and Prioritising Key Result Areas | |
| |
| |
| |
| Focus Sheets | |
| |
| |
| Performance indicator writing | |
| |
| |
| |
| Pulling It Together | |
| |
| |
| |
| Client Scan | |
| |
| |
| In conclusion | |
| |
| |
| References | |
| |
| |
| Index | |