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| Foreword | |
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| Introduction | |
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| What Is an Adaptive School? | |
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| Learning From the New Sciences | |
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| The History of School Change | |
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| "Thing" and "Energy" Models of the World | |
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| Adaptive, Not Adapted | |
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| Schools Are Nonlinear Dynamical Systems | |
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| How Schools Become Adaptive | |
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| This Book Teaches New Songs | |
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| The Importance of Professional Community | |
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| The Elements of Professional Community | |
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| Developing Teachers' Professional Communities | |
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| Organizational Capacities for Adaptivity | |
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| The Languishing High School | |
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| Professional Capacities for Adaptivity | |
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| The Four "Hats" of Shared Leadership | |
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| Marshaling the Energy for Changing Schools | |
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| Simple Rules Govern Complex Behavior | |
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| Developing Collaborative Norms | |
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| The Four Group-Member Capabilities | |
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| Promoting a Spirit of Inquiry | |
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| The Seven Norms of Collaboration | |
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| Working With Grace in a Culture of Advocacy | |
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| Developing Personal and Group Skills With the Seven Norms of Collaboration | |
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| Two Ways of Talking That Make a Difference for Student Learning | |
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| Conversation and Deliberation | |
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| The Path of Dialogue | |
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| The Path of Discussion | |
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| Professional Community | |
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| Conducting Successful Meetings | |
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| Talking to Decide | |
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| The Four Success Structures | |
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| Conclusion | |
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| Designing Time-Efficient and Effective Meetings | |
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| How to Use This Chapter | |
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| Design Matters | |
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| The Principles of Design | |
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| Drafting a Design | |
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| Agenda Formats | |
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| Posing Problems for Groups to Work On | |
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| The Confident and Skilled Facilitator | |
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| Facilitation Compared to Other Leadership Roles | |
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| The Four Currents of Facilitation Management | |
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| The Five Cs: The Qualities of a Good Facilitator | |
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| Facilitation Stages | |
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| The Role of the Citizen Facilitator in Small Groups | |
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| Developing Confidence as a Facilitator | |
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| The Seven Habits of Ineffective Facilitators | |
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| Conclusion | |
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| Developing Groups | |
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| Deep to Surface Structure | |
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| The Premises of Group Development | |
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| The Six Domains of Group Development | |
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| Assessing the Six Domains | |
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| A Systems Approach for Developing Groups | |
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| An Intervention Model | |
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| Nested Levels of Learning | |
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| The Indelible Importance of Identity | |
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| Changing Beliefs and Challenging Mental Models | |
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| Applying the Principles of Nested Learning | |
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| Five Special Capabilities: Where to Intervene | |
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| Group Development: Ways to Intervene | |
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| Using Conflict as a Resource | |
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| What Is Conflict? | |
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| Addressing the Sources of Conflict | |
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| learning From Social Psychology | |
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| 10 Energy Traps | |
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| How to Double Your CQ (Conflict Quotient) | |
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| Capacities for School Change | |
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| The Organizational Capacities for Adaptivity | |
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| The Professional Capacities for Adaptivity | |
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| A World of Both-And | |
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| Community Doesn't Just Happen | |
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| The Principles of Community | |
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| Widening Our View | |
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| Appendix | |
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| Strategies: A Process Tool Kit for Facilitators and Teams | |
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| Norms Inventory: Rating Perceptions of Myself | |
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| Norms Inventory: Rating Our Perceptions of Our Group | |
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| Personal Seven Norms Assessment | |
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| Group Seven Norms Assessment | |
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| The Responsibilities Dilemma of the Teacher-Facilitator Person | |
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| Contracting for Facilitation Services | |
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| The Facilitator's Contracting Conversation | |
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| Structuring Conversations About Data | |
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| Engaging Others in Collecting and Reporting Data | |
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| The Five Stages of Change | |
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| Meeting Inventory | |
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| Polarity Management: Using Conflict as a Resource | |
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| References | |
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| Index | |
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| About the Authors | |