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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 | |