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Times of great change in school districts require strategic
communication with internal and external stakeholders including the
use of school public relations tools and techniques. Strategic
Communication During Whole System Change provides theoretical and
practical advice and guidance to district-based change leaders and
school public relations specialists on how they can support their
district's transformation journey by engaging in strategic
communication. The book also provides guidance on how to make
simultaneous fundamental changes in three key sets (or change
paths) of organizational variables that affect a school system's
overall performance: Path 1-a district's relationship with
stakeholders in the external environment; Path 2- a district's core
and supporting work processes; and Path 3- a district's internal
social infrastructure. A collection of essays written by school
public relations practitioners and other change leaders who share
their views is also included.
The interplay of power, political behavior, and ethics has been the
subject of many books and articles about business organizations,
but little has been published about using power and political
skills in ethical ways to lead whole-system change in school
districts. This book does. Readers will learn about the context for
change in school districts, including a compendious description of
a methodology specially designed to create and sustain whole-system
change. Seven essays written by noted theorists and practitioners
provide valuable insights on how to use power and political skills
in ethical ways. This book will be of interest to change leaders,
policy makers, and preparation programs for future school district
leaders.
This handbook is designed to answer two basic questions for
educational practitioners. The first is how educators may redesign
an entire school system to perform at the highest optimum levels.
The second - and no less important - is what exactly educational
administrators may do not only to manage, but also to reward the
performance that sustains those very improvements. The work should
be of interest to the K-12 administrator, the teacher and school
board member, the consultant, professors teaching topical courses,
or any layperson interested in the issue of school improvement.
The history of instructional supervision has been relatively
constant. From the days when the first colonists arrived and
established schools for their children until today instructional
supervision has consistently focused on the critical examination of
a teacher's classroom behavior with the assumption that supervising
individual teachers could significantly improve teaching and
learning throughout a school system. That assumption has proven to
be flawed. The author believes that the focus of instructional
supervision needs to shift off of individual teachers to focus on
transforming the organization design and functioning of entire
school systems. Instead of observing teachers working in their
classrooms a re-imagined instructional supervision process would
focus on transforming three sets of key system variables: Transform
the system's environmental relationships, transform the system's
core and support work processes, and transform the system's
internal social infrastructure. Supervising Knowledge Work
describes the salient features of a re-imagined supervision process
called Knowledge Work Supervision that is designed to transform
entire school systems.
The history of instructional supervision has been relatively
constant. From the days when the first colonists arrived and
established schools for their children until today instructional
supervision has consistently focused on the critical examination of
a teacher's classroom behavior with the assumption that supervising
individual teachers could significantly improve teaching and
learning throughout a school system. That assumption has proven to
be flawed. The author believes that the focus of instructional
supervision needs to shift off of individual teachers to focus on
transforming the organization design and functioning of entire
school systems. Instead of observing teachers working in their
classrooms a re-imagined instructional supervision process would
focus on transforming three sets of key system variables: Transform
the system's environmental relationships, transform the system's
core and support work processes, and transform the system's
internal social infrastructure. Supervising Knowledge Work
describes the salient features of a re-imagined supervision process
called Knowledge Work Supervision that is designed to transform
entire school systems.
Dream! Create! Sustain! is written for courageous, passionate, and
visionary change leaders working in school systems throughout the
world. It provides those change leaders with essential concepts,
principles, strategies, and tactics for how to create and sustain
whole-system change in their school systems. The information
provided by Duffy is based on years of research on and real-world
experience with systemic change, learning organizations, systems
thinking, and organization-wide change. This book includes a
description of a transformational change methodology and set of
tools specifically designed to create and sustain whole-system
change.
Dream! Create! Sustain! is written for courageous, passionate, and
visionary change leaders working in school systems throughout the
world. It provides those change leaders with essential concepts,
principles, strategies, and tactics for how to create and sustain
whole-system change in their school systems. The information
provided by Duffy is based on years of research on and real-world
experience with systemic change, learning organizations, systems
thinking, and organization-wide change. This book includes a
description of a transformational change methodology and set of
tools specifically designed to create and sustain whole-system
change.
Times of great change in school districts require strategic
communication with internal and external stakeholders including the
use of school public relations tools and techniques. Strategic
Communication During Whole System Change provides theoretical and
practical advice and guidance to district-based change leaders and
school public relations specialists on how they can support their
district's transformation journey by engaging in strategic
communication. The book also provides guidance on how to make
simultaneous fundamental changes in three key sets (or change
paths) of organizational variables that affect a school system's
overall performance: Path 1-a district's relationship with
stakeholders in the external environment; Path 2- a district's core
and supporting work processes; and Path 3- a district's internal
social infrastructure. A collection of essays written by school
public relations practitioners and other change leaders who share
their views is also included.
The interplay of power, political behavior, and ethics has been the
subject of many books and articles about business organizations,
but little has been published about using power and political
skills in ethical ways to lead whole-system change in school
districts. This book does. Readers will learn about the context for
change in school districts, including a compendious description of
a methodology specially designed to create and sustain whole-system
change. Seven essays written by noted theorists and practitioners
provide valuable insights on how to use power and political skills
in ethical ways. This book will be of interest to change leaders,
policy makers, and preparation programs for future school district
leaders.
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