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About the Author | |
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Introduction | |
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Identify the Change | |
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What's Your Problem? | |
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Three Levels of Change | |
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Procedural Change | |
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Structural Change | |
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Cultural Change | |
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Making Sense of the Levels of Change | |
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Two Major Assumptions | |
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Set Your Sights High | |
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Make Sure the First Exposure is Great! | |
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The New Restaurant | |
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No Child Left Behind | |
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But I'm Excited! Won't Everyone Else Be Excited Too? | |
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The Intentional Exposure | |
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Guest Speakers | |
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Site Visits | |
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Staff Meetings | |
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Don't Bring Up the Negatives | |
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How Important Is the First Exposure? | |
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Determine Who Matters Most | |
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Three Types of Employees | |
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Superstars/Irreplaceables | |
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Backbones/Solids | |
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Mediocres/Replacement Level | |
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What Does This Mean to My Organization? | |
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How Broad Is Their Vision? | |
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Where Is the Impetus for Change? | |
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Six Types of Teachers | |
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Who Matters Most? | |
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Understanding the Irreplaceables/Superstars | |
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You Don't Have to Guess | |
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People, NotPrograms,MaketheBiggestDifference | |
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Find the Entry Points | |
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Start Somewhere, Not Everywhere | |
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The Points of Least Resistance | |
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Start with the Superstars | |
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Blocking the Burnout | |
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Understanding the Odds | |
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Including the Newbies | |
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Induction Starts with the Interview | |
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Improving Instruction-Together | |
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Exchanging Visits, Improving Performance | |
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Plan Ahead and Prepare | |
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Good to Go | |
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Proceed with Caution | |
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Inch by Inch, Row by Row | |
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Self-Directed Development | |
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From Seedling to Sapling, from Sapling to Tree | |
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Reduce the Resistance | |
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Don't Let the Whiners Rule the Roost | |
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Defuse the Drama | |
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Divide and Conquer | |
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Teach and Model | |
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Practice Whole-Part-Whole | |
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Keep Them Busy | |
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Control the Clusters | |
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Count On the Disclosing (Alpha) Male | |
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Harness the Power of Emotion | |
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Diminish the Power of Fear | |
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Fear of Flying? | |
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Flying Anyway | |
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Make It Seem As If Everyone Is Doing It | |
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Make the New Seem Normal | |
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Make Everyone Want In | |
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Give Two Incentives for Change | |
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The Emotions of the First Exposure | |
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The Logic of Logic | |
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Look Past Buy-in To Action | |
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The Tennessee Tornado | |
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Taking Stock of the Exchange | |
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A School Is Not the County Fair | |
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Time to Get Graphic | |
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Scaling It Up or Down | |
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The Balance Shifts | |
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Look Out the Windshield, Not the Rearview Mirror | |
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So When Do We Pull the Trigger? | |
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Reinforce Changed Behaviors | |
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Ongoing Staff Development | |
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Reinforce at Every Step | |
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Out from Behind the Desk | |
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Public versus Private Praise | |
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Reinforce the Attempts Too | |
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Set Up for Success | |
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Don't Miss That Moment | |
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Squint If Necessary | |
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Fit It All Together | |
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Make Sure the Change Matters | |
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Be Willing to Back Off | |
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Make It about Improvement | |
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Follow the 100-Hour Rule | |
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Set the Pace | |
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Choose the Time | |
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Frame It as Their Idea | |
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Take the Shotgun Approach | |
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Make Your Toolbox Part of the Furniture | |
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Seek the Support of Support Staff | |
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Manage the Rumor Mill | |
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Make It Happen-Together | |