School Change and the MicroSociety Program / Edition 1 available in Hardcover
The steady stream of quick-fix educational reforms du jour has drowned out the optimism and drive of many school leaders. To buoy the hopes and success of change agents, this guide offers a real look into school reform, with its trials and triumphs, and pinpoints specific strategies for overcoming the former and achieving the latter.
Looking closely at the MicroSociety® whole-school reform model, the text empowers leaders with a systemic approach to implementation and sustainability of meaningful change. Along with the history and basics of MicroSociety®, it highlights research-based tactics enabling administrators, teachers, parents, and students to fully invest in and affect positive, enduring reform.
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About the Author
Table of ContentsDedicationForeword by Roland S. BarthPrefaceAcknowledgmentsAbout the AuthorPart One: Overview of the Program1. The MicroSociety® Program A Day in the Life of a MicroSociety® Program School The Origins of the MicroSociety® Program The MicroSociety® Idea Spreads The Guiding Philosophy Behind the MicroSociety® Program Basic Elements of the Program MicroSociety® Program Outcomes: What the Research Shows The Problem of Implementation Conclusion2. Challenges Encountered in Implementing the Program Lack of Teacher Buy-in Excessive Time and Work Demands Making Links Between the MicroSociety® Program and the Core Curriculum What to Do With “Problem” Students? The Problem of Staff Conflict The “Fog of Change” Threats to Sustainability ConclusionPart Two: Guidelines for Successful Implementation3. Creating a Favorable Context Guideline 1: Relationships Among Teachers and Principal Guideline 2: Goodness of Fit Guideline 3: Parent and Community Involvement Guideline 4: Principal Support4. Introducing the Program to the School Guideline 5: Giving Teachers a Meaningful Voice Guideline 6: Planning Before the Program Begins Guideline 7: Securing Additional Funding Guideline 8: Matching Teachers With Ventures Guideline 9: Realistic Goals and Time Perspectives5. Keeping It Running Guideline 10: Expand Student Responsibility Guideline 11: Seek Out Additional Resources Guideline 12: Create a Culture of Experimentation Guideline 13: Continue to Set Aside Time for Planning Guideline 14: Create an Open and Flexible Decision-Making Structure6. Leadership – The Critical Ingredient Guideline 15: The Principal as Advocate Guideline 16: Emotionally Intelligent LeadershipPart Three: Case Studies in Implementation7. A Successful Replication: Mesquite Elementary School Before-the-Beginning: Providing a Favorable Context Introducing the Program to the School Making It Work: The Management Team, the Coordinator, and the Consultant Maintaining Teacher Commitment Through Decision-Making, Planning, and Training Seeking Out and Using Resources A Supportive Principal and Organizational Climate The Principal’s Social Capital and Emotional Intelligence Conclusion8. Wellfleet Elementary: Everything That Can Go Wrong… The School and Its History With the Program What Went Wrong? The Before-the-Beginning Phase Sowing the Seeds of Trouble: Introducing the Program to the School Becoming Operational: Trying to Cope With Chaos The Organizational Context: Weak Leadership and a Negative Climate9. Montgomery Middle School: Success That Could Not Be Sustained The School and Its Community Introducing the Program to the School: The Principal Takes the Lead Becoming Operational: The Teachers Confront Reality The Program EndsPart Four: Sustaining School Change in an Ever-Changing World10. Implications for Research, Policy, and Practice Implementing Change Versus Sustaining It Two Central Lessons That Emerge From the Study A First Step: The Selection and Training of Educators The Role of the External Environment ConclusionResource A: A Description of the StudyResource B: The Implementation GuidelinesReferencesIndex