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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| About the Authors | |
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| Introduction: Reframing the Problem | |
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| A Knowledge Economy Requires New Skills for All Students | |
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| Greater Supports for Learning in a Changing Society | |
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| Reform or Reinvention? Technical Challenges Versus Adaptive Challenges | |
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| Organizational Beliefs and Behaviors | |
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| Individual Beliefs and Behaviors | |
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| Accepting the Challenge and the Risks: Moving Toward Communities of Practice via Collaborative Learning | |
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| Improving Instruction | |
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| Creating a Vision of Success | |
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| Challenges to Improving Instruction | |
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| Seven Disciplines for Strengthening Instruction | |
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| Using the Seven Disciplines | |
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| Launching an Instructional Improvement System: The Critical First Conversations | |
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| Developing a Shared Vision | |
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| Defining a New Framework for Effective Instruction | |
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| Linking the New 3 R's of Instruction | |
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| Committing Ourselves to the Challenge | |
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| Identifying Your Commitment | |
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| Spotting Your Obstacles Through Self-Reflection | |
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| Reflections | |
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| Why Is This So Hard? | |
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| Generating Momentum for Change | |
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| Obstacles to Improvement Versus Momentum for Improvement | |
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| Generating the Momentum for Systemic Change | |
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| Communities of Practice as a Strategy | |
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| Exploring Individual Immunities to Change | |
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| Attending to Countering Behaviors | |
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| A Deeper Look | |
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| Finding the Competing Commitment | |
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| Taking the Next Step | |
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| Reflections | |
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| Thinking Systemically | |
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| Relating the Parts to the Whole | |
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| Arenas of Change | |
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| Toward Transformation: Using the 4 C's | |
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| Another Use for the 4 C's | |
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| The Individual as a Complex System | |
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| Hidden Commitments and Personal Immunities | |
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| Big Assumptions and Immunities | |
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| Reflections | |
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| Working Strategically | |
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| The Ecology of Change | |
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| Phases of Whole-System Change | |
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| Change Levers: Data, Accountability, and Relationships | |
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| Strategic Change in Action | |
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| Putting the Pieces Together: The Ecology of Educational Transformation | |
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| Measuring Success and the Challenge of High-Stakes Test Scores | |
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| Overturning Your Immunities to Change | |
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| Steps Toward Individual Change | |
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| Considering Steps for the Most Powerful Learning | |
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| Phases in Overturning Your Immunities | |
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| Becoming Fully Released from Immunities to Change | |
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| Reflections | |
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| Conclusion: Bringing the Outward and Inward Focus Together | |
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| Hold High Expectations for All Our Students | |
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| Involve Building and Central Office Administrators in Instruction | |
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| Choose a Priority and Stay Relentlessly Focused on It | |
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| Foster a Widespread Feeling of Urgency for Change | |
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| Encourage a New Kind of Leader | |
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| Develop a New Kind of Administrative Team | |
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| Shining a Broader Light on Change | |
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| Implications for the Change Leader: Toward Adaptive Work | |
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| Concluding...or Commencing? | |
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| Appendixes | |
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| Team Exercises | |
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| Recommended Reading | |
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| Index | |