Leading school teams : building trust to promote student learning /: building trust to promote student learning. (2016)

• Record Type: Book
• Further Information: Note: David M. Horton.
• Authors: Horton, David M
• Contents: Acknowledgments; About the Author; Introduction; Sustained Improvement Requires Teams; What This Book Is—What This Book Isn’t; Quick-Start Diagnostic; Making a Selection; Putting It All Together; Activity Guidelines; Components of Team Activities; PART I. EXAMINATION AND IDENTIFICATION OF THE PROBLEM; Chapter 1. Learning Leadership; Leaders and Teams; The Realities in the Leadership of Learning; Application Activity 1.1—Assessing Your Organizational, Team, and Personal Strengths; Application Activity 1.2—Effective Learning Leaders; Application Activity 1.3—Strong Learning Teams Exhibit Common Characteristics; Conclusion; Chapter 2. A Problem Worth Solving and the Ideas to Solve It (the Filters); Introduction; Ideas Are Fragile—Ideas Are Delicate; The Fosbury Flop, Ski Jumping, and Newton; Application Activity 2.1—Treating Ideas in a Learning Organization; Application Activity 2.2—Ideas That Don’t Work: Part of the Process; Application Activity 2.3—It Takes Other People Sooner or Later; Application Activity 2.4—Who and What You Have Around You; Deeper Use of This Chapter (Deeper Dive); Conclusion; Chapter 3. Why Solve the Problem That Needs Solving (the Filters); Introduction; Application Activity 3.1—What the Result of a Great Decision Looks Like; Application Activity 3.2— Reasons to Have the Idea in the First Place; Application Activity 3.3—The Problem That Needs Solving: Clear, Concise; Application Activity 3.4—The Role of the Leader in Developing Ideas; Application Activity 3.5—Harnessing the Forces Around You; Deeper Use of This Chapter: Deeper Dives; Conclusion; PART II—INTROSPECTION, BEHAVIORS, TYPES: THE HOW AND WHO TO SOLVE PROBLEMS; Chapter 4. How the Problem Is Solved; Introduction; Application Activity 4.1— Importance of a Process; Application Activity 4.2—Trust; Application Activity 4.3—Fear of Conflict; Application Activity 4.4—Commitment; Application Activity 4.5—Accountability; Application Activity 4.6—Attention to Results; Application Activity 4.7—Generating Ideas and Action Steps; Deeper Use of This Chapter: Reusable Prompts; Deeper Use of This Chapter: Deeper Dives; Conclusion; Chapter 5. The People Who Will Solve the Problem; Introduction; Application Activity 5.1—Know How to Build and Use People; Application Activity 5.2—The Chemistry of the Team; Application Activity 5.3—Managing the Creative Team; Application Activity 5.4—Handling Conflict in the Ideas From the Team; Deeper Use of This Chapter: Deeper Dives; Conclusion; Chapter 6. The People in the Room (the Types); Introduction; The Assessment; The Basics; Application Activity 6.1—Part 1/Type 1: The Idea; Application Activity 6.2—Part 2/Type 2: Organization and Execution; Application Activity 6.3—Part 3/Type 3: Forces of Community; Application Activity 6.4—Part 4/Type 4: Leadership Capacity; Using the Four Types; Conclusion; PART III. FUNCTIONALITY OF THE TEAM; Chapter 7. People, Leadership, Support (the Fuel Sources); Introduction; Fuel Source A: The People; Application Activity 7.1—Who; Application Activity 7.2—What; Application Activity 7.3—How (Coaching); Deeper Use of This Chapter: Deeper Dives; Fuel Source B: The Resource of Leadership; Application Activity 7.4—Keep Things Moving (Management Leadership); Application Activity 7.5—Keep People Moving (Leadership Management); Deeper Use of This Chapter: Deeper Dives; Fuel Source C: The Supports; Application Activity 7.6—Gather, Collect, Assess; Application Activity 7.7—Feedback; Application Activity 7.8—Systems and Barriers; Application Activity 7.9—Performance; Deeper Use of This Chapter: Deeper Dives; Conclusion; Chapter 8. Team Dynamics, Blunders, Traps, Directions, and Connecting Dots (the Pink Elephants); Introduction; Application Activity 8.1—Pink Elephants; Application Activity 8.2—Team Dynamics; Application Activity 8.3—The Blunders; Application Activity 8.4—The Traps; Application Activity 8.5—Ideas as Direction; Application Activity 8.6—Connect the Dots; Deeper Use of This Chapter: Deeper Dives; Conclusion; Chapter 9. Performance, Feedback, and Other Ways to Support, Maim, or Kill a Team (the Good, the Dangerous, and the Lethal); Introduction; Application Activity 9.1—The Good: Selling the Idea: A Picture Is Worth 1, 000 Words; Application Activity 9.2—The Good: Communication and Frequency; Application Activity 9.3—The Good: Ingredients of the High-Performing Team; Application Activity 9.4—The Dangerous: Planning Mistakes; Application Activity 9.5—The Lethal: Lack of Feedback, Feedback, Feedback; Application Activity 9.6—The Lethal: Mistaken Assumptions of People and Meetings; Conclusion; Chapter 10. Leadership, Support, Structure, and Conclusion; Leadership; Support; Structure—The Overall Structure: The First 15 Minutes, the Next 45 Minutes; Conclusion; References; Index;
• Publisher Details: Thousand Oaks : Corwin
• Publication Date: 2016
• Extent: 1 online resource (200 pages)
• Subjects: 371.14/8; Teaching teams; Teacher-administrator relationships; Educational leadership
• Languages: English
• ISBNs: 9781506344942; 1506344941
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.