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Build a dynamic system for change!
From NCLB to Common Core standards, we are inundated with directives for improving our schools. How can we really create lasting change? By applying the Change Creation system! Learning community pioneers Dale Lick, Karl Clauset, and Carlene Murphy lead teachers, principals, and schools in this dynamic approach to school improvement. With a free, comprehensive online collection of practical resources, this book shows you how to:
- Develop the right vision, relationships, and culture to create and sustain change
- Model learning-inquiry cycles for action teams for success
- Build loyalty, trust, and responsibility within your teams and across the school
- Sales Rank: #2157262 in Books
- Brand: Corwin
- Published on: 2012-11-26
- Original language: English
- Number of items: 1
- Dimensions: 10.90" h x .70" w x 8.40" l, 1.30 pounds
- Binding: Paperback
- 256 pages
- Develop the right vision, relationships, and culture to create and sustain change
- Create communication networks for sharing that work
- Model learning - inquiry cycles for action teams for success
- Build loyalty, trust, and responsibility within your teams and across the schoolWith a free,
- Title - Schools Can Change
Review
"The Change Creation System is an empowerment of professional educators who want to meet the learning needs of their students and inform their own practice. Finally, a call to reform by a collaboration of school professionals who develop best practice for the students in their own schools. This is an informed work that provides a step by step process for school wide renewal and individual professional development as it appeals to the best that is within us and students." (Sherry Markel, Professor, Teacher Education 2012-07-06)
"This book will become an essential resource to school districts as they continue to develop capacity to lead students and staff to greater levels of effectiveness. This book will take all of us from where we are and move us to make greater differences for our students." (Claudia Thompson, Academic Officer, Learning and Teaching 2012-07-06)
"In a changing world, our schools must change, but far too often administrators do not know how to make the changes necessary to keep up with the rapidly developing world. This book offers a wealth of resources, practical experience and a direct model for how to change to meet the needs of learners. This book is a "must read" for any administrator who wants to make a long-lasting impact on the learning outcomes in his or her school." (Renee Peoples, Teacher 2012-07-06)
"This is the most comprehensive book on the topic of school change ever written. The suggested practices and strategies at various stages create a comprehensive, meaningful text. This book helps us gain practical wisdom at all levels in our districts and schools." (Lyne Ssebikindu, Assistant Principal 2012-07-06)
"If school communities are looking for a comprehensive road map for school improvement, they will not find anything more comprehensive. The authors not only set out a plan on how to get to where you need to go, but they identify every small pothole that you will encounter, and which can sometimes derail school improvement. This book in two words―comprehensive, authentic." (Neil MacNeill, Headmaster 2012-07-06)
"This text should be required reading for all future principals and found on the desk of all current school leaders. Promoting school improvement in teaching, learning and student performance is the leaders mantra today. The process of change in schools is complex, however this step-by-step manual provides leaders with the tools they need to improve academic performance. It is comprehensive and rich in detail but more importantly, it provides the roadmap and details for success." (Harriet Gould, Adjunct Professor 2012-07-06)
"The authors' work with the change creation system is significant. Far too many good initiatives fall short or are abandoned due to lack of planning and exclusion of important stakeholders. Lick, Clauset and Murphy, in a very matter of fact style, tell us of the consequences of change, the time involved, and how to build a sustainable culture over time. They don’t pretend that it is easy, but give the educator confidence that it can be done." (Eddie Ingram, Superintendent 2012-07-06)
"Our school has used the Whole Faculty Study Groups for the past decade, and this book updates the model with relevance to the current changes happening in public education. For schools or districts looking to improve their current delivery of professional development, Schools Can Change is a proven system that works!" (David Wilm, Principal 2012-07-06)
"Schools Can Change is like a good novel that you can’t put down, one in which you want to go over the key parts again and again. It is full of sound advice and a very good cross section of proven practices on educational change. We look forward to using a number of the suggested strategies with our staffs in the years to come." (Don Boyd and Jessica Antosz, Principals)
From the Back Cover
The authors use what they have learned over two decades of working with schools implementing Whole Faculty Study Groups to make improvements and refinements that create a more streamlined and effective grass-roots system for measurable and sustainable student growth.
About the Author
Dale W. Lick is President and Professor Emeritus at Florida State University, a former President of Georgia Southern University, University of Maine, and Florida State University, and, most recently, a University Professor at Florida State University, where he did research in the Learning Systems Institute and taught and directed doctoral students in the Department of Educational Leadership and Policy Studies, and worked on educational and organizational projects involving transformational leadership, change creation, learning organizations, distance learning, school improvement, enhanced student performance, educational technology, new learning systems, strategic planning, and visioning.
Included in over 50 national and international biographical listings, Dr. Lick is the author or co-author of eight books and more than 100 professional articles, chapters and proceedings, and 285 original newspaper columns. His recent books are: Whole-Faculty Study Groups: A Powerful Way to Change Schools and Enhance Learning, 1998; Whole-Faculty Study Groups: Creating Student-Based Professional Development, 2001; Whole-Faculty Study Groups: Creating Professional Learning Communities That Target Student Learning, 2005; and The Whole-Faculty Study Groups Fieldbook: Lessens Learned and Best Practices From Classrooms, Districts, and Schools, 2007, all with Carlene U. Murphy, Corwin Press; Schoolwide Action Research for Professional Learning Communities: Improving Student Learning Through The Whole-Faculty Study Groups Approach, 2008, and Schools Can Change: A Step-By-Step Change Creation System for Building Innovative Schools and Increasing Student Learning, 2012, with Karl H. Clauset and Carlene U. Murphy, Corwin Press; and New Directions in Mentoring: Creating a Culture of Synergy, 1999, with Carol A. Mullen, Falmer Press (London), 1999.
Dr. Lick received B.S and M.S. degrees from Michigan State University, and a Ph.D. degree from the University of California, Riverside, all in Mathematics, and has three levels of certification in Leading and Managing Change from Conner Partners, Atlanta, GA. His alma maters have honored him with the Michigan State University 2006 Distinguished Alumni Award, and, on its 40th Anniversary in 1994, the University of California, Riverside, with the designation as One of 40 Alumni Who Make a Difference.
Learn more about Karl Clauset's PD offerings
Karl H. Clauset is director of the National WFSG Center. He is an experienced school improvement coach and Whole-Faculty Study Group® trainer. Since 1999 he has helped more than ninety elementary, middle and high schools launch WFSG and has supported the schools through the implementation phase. He was the lead author, with Dale Lick and Carlene Murphy, for Schoolwide Action Research for Professional Learning Communities: Improving Student Learning Through the Whole-Faculty Study Groups Approach (Corwin Press, 2008), which focuses on the collaborative work teacher teams do to improve their teaching and increase student learning. He is also a senior consultant with Focus on Results and works with principals, school leadership teams, and central office staff to help them align and strengthen efforts to improve teaching and learning.
Previously, he worked as a site developer with ATLAS Learning Communities, a nationally recognized school reform program, and in standards-based reform and international education development at the Education Development Center. In his earlier careers in education, he was a teacher and administrator at the Jakarta International School in Indonesia, and taught in secondary schools in Philadelphia, Zambia and Tanzania. He received a national award from ASCD for the outstanding dissertation in supervision for his doctoral dissertation on the dynamics of effective schooling. As a faculty member at the Boston University School of Education, he taught graduate courses in educational policy analysis, organizational analysis, and planning. Before moving to western Washington in 2003, he served as an elected school board member and board chair for six years in his Massachusetts community.
Carlene U. Murphy is founder and executive director of the National WFSG Center and the principal developer of the Whole-Faculty Study Groups® system of professional development. In August 2007, she began her 50th year of work in public schools. She started her teaching career in 1957 as a fourth grade teacher in her hometown of Augusta, GA. The next year she moved to Memphis, TN where she taught for 13 years, returning to Augusta in 1972 and retiring from the district in 1993 as its director of staff development. During her 15 years as the district’s chief staff developer, the district received many accolades, including the Award for Outstanding Achievement in Professional Development from the American Association of School Administrators and Georgia’s Outstanding Staff Development Program Award for two consecutive years. She was awarded the National Staff Development Council’s Contributions to Staff Development Award and served as the National Staff Development Council’s chair of the annual national conference in Atlanta in 1986, president in 1988, and board member from 1984 to 1990. The friendships she formed and cemented during the over thirty years of her close relationship with NSDC were life-changing.
After retiring from the Augusta, Georgia schools, she has worked with schools throughout the United States implementing Whole-Faculty Study Groups. She has written extensively about her work in Educational Leadership and Journal of Staff Development and has written with Dale Lick two other books about the WFSG system: Whole-Faculty Study Groups: Creating Professional Learning Communities That Target Student Learning, Corwin Press, 2005; and The Whole-Faculty Study Groups Fieldbook: Lessons Learned and Best Practices from Classrooms, Districts, and Schools (co-editor), 2007. Another book with Karl Clauset and Dale Lick, Schoolwide Action Research for Professional Learning Communities: Improving Student Learning Through the Whole-Faculty Study Groups Approach (Corwin Press, 2008), focuses on the work of study groups and gives descriptive data from schools implementing WFSG.
She now lives on a small horse farm just outside of Augusta in a four generational home, which includes her husband, Joe, daughter, three grandchildren and a great-granddaughter. Even with all the activities in such a home, she still finds time to write about her work, correspond with colleagues and read about the latest developments in education.
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