Educators face an often overwhelming set of tasks, including
educating the whole child, preparing students for the future,
meeting all students' daily needs, meeting multiple stakeholders'
expectations, and being accountable to government mandates. In The
Handbook for SMART School Teams (Second Edition): Revitalizing Best
Practices for Collaboration, authors Anne E. Conzemius and Jan
O'Neill offer a revamped edition of their groundbreaking resource
to support educators and school teams as they meet these challenges
head-on.
Like the first edition, The Handbook for SMART School Teams
(Second Edition) examines SMART goals goals that are strategic and
specific, measurable, attainable, results oriented, and time bound.
This enhanced guide provides both theory and practical advice on
how to create SMART teams in SMART schools. The authors draw on
feedback from district administrators, school principals, classroom
teachers, educational consultants, and even college professors to
create a deeper understanding of school success and provide K 12
teachers and administrators with a more powerful tool for school
improvement.
The book is split into three parts. Part one lays the groundwork
for building effective teams. Part two offers tools and processes
to sustain effective teamwork. Finally, part three describes
methods for schoolwide improvement.
Starting part one, chapters 1 and 2 show readers how to
cultivate an atmosphere of collaboration and define team roles. In
chapter 3, K 12 teachers and administrators will learn the
characteristics of building effective teams and of giving and
receiving effective feedback.
Part two starts with chapter 4, which focuses on planning,
organizing, and executing meetings. Readers will also explore
different types of meetings and their pros and cons. In chapters 5
and 6, educators will gather effective collaboration tools to
better understand how staff, students, and stakeholders view their
schools. Chapter 7 explores the power of data tools, and educators
will examine how data are beneficial for more than identifying
problems.
Finally, part three begins with chapter 8, which offers methods
for organizing all team members into a cohesive system. In chapter
9, K 12 teachers and administrators will learn a process for
schoolwide improvement: selecting a leadership team, preparing the
school for change, and isolating key questions to ask during the
process.
Appendix A provides additional examples and tools, and appendix
B provides reproducibles to support SMART schools.
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