What I liked about the publication
- How do we browse the double challenges of leadership turnover and initiative exhaustion because of successive leaders wanting to’put their stamp on’ the business?
- Much of the book is based on the study about good direction. We have known for a very long time much of what is in the book, however, these leadership practices aren’t showing up in administrators’ actual practices. How do we as educational leadership investigators do a better job of distributing our scholarship into behaviors and ideas in the specialty?
- How do schools do a better job of treating parents as authentic partners and co-designers from the learning of their children, not simply passive recipients of whatever narrow boxes we teachers try to set them into?
- How do we boost the production of ground-up fantasies for student learning and instructional experiences rather than individual or oligarchic fantasies that then get sold into the rest of the community? And how do we involve pupils?
- Nobody likes to hear it
I enjoyed this book a good deal, and I’m glad I have friends who make me. I marked it up all over the place.
Finally, there are large chunks of many chapters which feel like long lists of leadership ideas that were thrown together (see, e.g., Chapters 7 and 1 ). It is not that the thoughts or things are wrong or wrong, it is just hard to see how they all fit together. Eric and tom do a fantastic job of citing research but it might be valuable to have any research-based frameworks and models that tie the list things. As an example, if there’s a three-page collection of ten leadership thoughts these ten and others and how can they interact together to create a coherent whole? Whether there are two solid pages of bullet points, maybe those may be tied together into some kind of model that illustrates the connectivity of those disparate parts. Otherwise, we’re left to question where these ideas all came from and how they’re supposed to work together.
Disclaimer: both are friends of mine so keep this in mind as you read below. My recommendation? There is lots of value in this book and a great deal of information which validates what we know about great leadership and school organizations.
I believed Chapters 4 (learning distances ) and 5 (professional learning) were especially strong. Chapter 4 gave me a great deal to consider and there are various ideas in Chapter 5 for taking teachers’ learning some new directions, particularly pages 152-155 at which Eric and Tom describe some ways to proceed from hoursto outcomes-based’responsibility ’ for educator learning.
Some minor quibbles
There are strong emphases throughout the novel on fostering relationships building confidence, empowering others, the intentionality of their work, the significance of communicating, and recognizing our ability as change agents. That is good too!
It is hard to argue with any of these. All are critically-important elements of strong colleges and each gets considerable coverage in their respective book chapters. Eric and tom back up these with a variety of research studies to encourage each one’s significance. Plus they write in an engaging manner that keeps readers. All of this is good.
- Schooling and school culture lay the base
- The learning experience needs to be redesigned and made private
- Decisions must be grounded in evidence and driven by a Return on Education (ROI)
- Learning spaces need to eventually be learner-centered
- Professional learning Has to Be relevant, engaging, ongoing, and made personal
- Tech must be leveraged and used as an accelerant for pupil learning
- Community collaboration and participation must be woven into the fabric of a school’s culture
- Faculties that transform instruction are built to continue as monetary, political, and pedagogical sustainability ensure long-term success
In Chapter two, Eric and Tom do a nice job of ways that technology can enhance student learning. However, the chapter feels a little technology-centric. There are many strategies to give students access to learning , larger student agency, and much more authentic work opportunities that don’t entail learning technologies. Even though I’m an educational technology urge, I would have enjoyed a little discussion of job – and inquiry-based learning, performance assessments, community-based service learning, Harkness circles, along with the vast array of additional chances that result in robust learning. There is mention of some of those things but I believe these may have been fleshed out more. The emphasis was greatly appreciated by me . Chapter 3 is similar. Tom and Eric talk about the idea of return on schooling but the chapter is framed dominantly within a lens of technology infusion. We need classrooms to proceed beyond regurgitation that is procedural and recall, and I understand that Tom and Eric agree with that idea. But I believe that non-technological learning and pedagogy can find some more attention in this chapter too. Even though Tom and Eric state directly in Chapter 5 which’professional learning needs to focus on student outcomes through enhanced pedagogy – not on resources’ (p. 146), I think that idea becomes lost in Chapter 3 amidst all of the technology talks.
All of these are minor quibbles and choices have to be made in any publication on what to leave out and what to concentrate on. It’s Eric and Tomand they have done a wonderful job of presenting their reasoning their arguments, an assortment of tools.
Eric and Tom list eight’to designing tomorrow’s schools, keys ’. They are:
The book closes on the notion of change that is sustainable. That’s an incredibly important topic and also is incredibly difficult to accomplish. There is a great deal of debate in the chapter concerning what has to be done, and I think Eric and Tom rightly identify jobs and issues. They also do a wonderful job of remaining optimistic and encouraging folks to realize that fantastic leadership is within their grasp, in this phase. But, is barely a mention of the biggest obstacles to organizational sustainability of change initiatives, which can be leadership turnover. When superintendents, attorneys, and/or college boards turn over teachers and communities become whipsawed by innovations and new instructions because those leaders rarely continue the innovation pathways of their own predecessors. Some discussion of the way to really navigate this concern in this chapter would have been useful beyond the few paragraphs on sustainability that acknowledge the issue.