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| Acknowledgments | |
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| About the Authors | |
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| About the National Academy for Science and Mathematics Education Leadership | |
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| Introduction | |
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| Dedication | |
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| Leadership Every Day | |
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| We Are All Leaders | |
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| Effective Leadership Practices | |
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| Making Conscious Choices | |
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| Committing to a Moral Imperative | |
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| Using Power Appropriately | |
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| Building Shared Vision | |
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| Promoting Diversity | |
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| Leading for Results | |
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| Using Habits to Our Advantage | |
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| Generating and Sharing Knowledge | |
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| Keeping a Client-Centered Focus | |
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| Recognizing and Celebrating Success | |
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| Networking | |
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| Embracing Innovative Thinking | |
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| Aligning Actions and Beliefs | |
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| Examining Your Culture | |
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| Building a Trusting Climate | |
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| Collaborative Leadership | |
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| Building Relationships | |
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| Trying Something New | |
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| Coping with Ambiguity, Change, and Confusion | |
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| Leading through Crisis | |
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| Balancing Leadership and Management | |
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| Living with Paradox | |
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| Paying Attention to Leadership Actions and Traits | |
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| Getting Support | |
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| Asking Good Questions | |
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| Finding Win/Win Solutions | |
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| Modeling Leadership | |
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| Ethical Leadership | |
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| Doing the Right Thing | |
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| References | |
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| Leading Change | |
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| Change as a Process | |
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| Change Happens in People First | |
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| The Impact of Change | |
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| Moving through the Stages of Change-Concerns | |
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| Moving through the Stages of Change-Behavior | |
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| Change as Continuous Improvement | |
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| Speed of Change | |
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| The Missing Piece in Change | |
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| Balancing Constants and Change | |
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| Recognizing Assumptions | |
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| Crafting a Shared Vision | |
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| Mission and Goals | |
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| Motivating Others | |
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| Planning for Change | |
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| Origins of Change | |
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| Accepting Loss | |
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| Dealing with Disappointment | |
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| Change and Resilience | |
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| Facing Problems | |
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| Neutralizing Resistance | |
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| Capitalizing on Resistance | |
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| Knowing Your Constituents | |
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| Managing Multiple Change Efforts | |
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| Systems Thinking | |
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| Examining Change History | |
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| The Downside of Change | |
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| Building Ownership for Change | |
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| Individuals as Agents of Change | |
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| Self-Assessment as a Change Leader | |
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| Sustaining Individual Leadership | |
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| Initiating, Implementing, and Institutionalizing Change | |
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| References | |
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| Leading Learning Communities | |
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| Leading Communities of Learning | |
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| Leading Learning in Organizations | |
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| Building Cultural Proficiency | |
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| Powerful Learning Experiences | |
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| How People Learn | |
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| Transformative Learning | |
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| Transforming Situational Learning | |
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| Defining Expertise | |
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| Characteristics of Effective Professional Learning | |
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| Aligning Beliefs and Behaviors | |
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| Designing Professional Development | |
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| Committing to Vision and Standards | |
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| Using Data to Guide Professional Development Designs | |
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| Inputs into Professional Development Design | |
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| Knowledge and Beliefs in Science and Mathematics | |
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| Professional Development in Context | |
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| Critical Issues to Consider | |
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| Ensuring Equity | |
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| Strategies for Professional Learning | |
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| Selecting and Combining Strategies | |
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| Professional Development for Student Impact | |
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| Balancing Philosophy and Pragmatism | |
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| Incorporating Reflexive Practice | |
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| Reaching Everyone or Scaling Up | |
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| Team Learning | |
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| Sharing Knowledge and Capturing Lessons Learned | |
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| Using Program Logic Models | |
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| Achieving Realistic Outcomes | |
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| Gathering Evaluation Data | |
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| Leading Learning by Example | |
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| Taking Responsibility for Learning | |
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| References | |
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| Leading Effective Groups | |
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| Leading Groups | |
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| Four Roles of Group Leaders | |
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| Group Norms of Collaboration | |
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| Group Norm #1-Pausing | |
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| Group Norm #2-Paraphrasing | |
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| Group Norm #3-Posing Questions | |
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| Group Norm #4-Putting Ideas on the Table | |
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| Group Norm #5-Providing Data | |
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| Group Norm #6-Paying Attention to Self and Others, Verbal Communication | |
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| Group Norm #6-Paying Attention to Self and Others, Nonverbal Communication | |
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| Group Norm # 7-Presuming Positive Intentions | |
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| Dialogue Versus Discussion | |
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| Dialogue as Reflective Learning Process | |
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| Eliciting Participation from Everyone | |
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| Cultural Proficiency | |
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| Establishing Clear Roles and Functions | |
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| Structuring an Effective Meeting | |
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| Providing Logistical Supports | |
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| Setting Up the Meeting Room | |
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| Group Decision Making | |
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| Reaching Consensus | |
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| Giving Feedback | |
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| Receiving Feedback | |
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| Handling Problems | |
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| Options for Resolving Conflict | |
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| Conflict as Opportunity | |
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| Facilitating Conflict | |
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| Resolving Value Conflicts | |
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| Dealing with Disruptive People | |
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| Beginnings and Endings | |
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| Six Domains of Group Development | |
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| References | |
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| Leadership for Results | |
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| Results-Based Leadership | |
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| Role of Leader to Achieve Results | |
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| Using Rigorous Evidence | |
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| Being an Accountable Leader | |
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| Role of Policy in Achieving Results | |
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| Building a Culture of Continuous Improvement | |
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| Equitable Access to Data | |
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| Purposeful Use of Data | |
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| The Power of Data | |
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| Collaborative Inquiry | |
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| Engaging Everyone with Data | |
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| Data-Driven Dialogue | |
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| Root Cause Analysis | |
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| Cause and Effect | |
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| Cause and Effect Analysis: The Fishbone | |
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| Identifying Problems | |
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| Communicating about Problems | |
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| Criteria for Selecting Outcomes | |
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| Selecting the Right Intervention | |
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| Rapid Prototyping | |
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| Assessing Evaluation | |
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| Reflecting on Results | |
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| Planning for Success 23 | |
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| Components of Trust | |
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| Keeping the Trust | |
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| Time Required for Results | |
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| Getting Better Results | |
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| Seeking Collective Impact | |
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| Sustaining a Focus on Continuous Improvement | |
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| Results over Time | |
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| Continuing to Learn | |
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| References | |
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| Index | |