An UnCommon Theory of School Change: Leadership for Reinventing Schools

This book is for educators who believe that schools need to be improved and are hopeful that real change can be achieved. The authors argue that if educators want to create more equitable, socially just, and learner-focused schools, then they need a more robust, transformational theory of school change—an UnCommon Theory. After describing the limits of current school improvement initiatives, the authors explain what is needed to actually engage in deeper school reinvention work. They take a deep dive into the most difficult work that school leaders do: questioning, rethinking, and reinventing the fundamental assumptions upon which our schools are built. The result is a practical book that provides readers with the knowledge and tools needed to do more than just tinker at the edges of school improvement. Book Features: Provides a unique conceptual framework (the Deep Dive) that helps educators understand what it takes to challenge the pervasive standards-based school reform model. Advocates for an approach to school reform that brings together adult developmental theory, transformational learning theory, and social change theory. Shares the stories of activist leaders and the strategies, tools, and approaches they have used successfully in a variety of settings. Includes diagrams and graphics that enhance understanding and make concepts memorable.

Table of Contents:
Contents Foreword Joseph P. McDonald  vii Preface ix Acknowledgments xi 1. Navigating the Waters of School Change 1 The 21st-Century Context for Schools 2 What is the Common Theory for Improving Schools? 4 What This Book Is About: An UnCommon Theory of School Change 11 2. The Deep Dive: An UnCommon Theory 14 Where the Common Theory Ends and the UnCommon Theory Begins 14 Challenging the Common Theory and “Solutionitis” 15 The UnCommon Theory: Exploring the Deep Dive in Schools 15 Theory and Practice: The Deep Dive in Context  22 Deep Dives Over Time 23 3.  Observing: The First Phase of the Deep Dive 27 Observing at Prospect Hill Academy 27 Observing at Mathis High School for International Studies  28 Observing Culture, Building Capacity, and Managing Anxiety  30 Culture, Capacity, and Anxiety: It All Works Together 41 4. Observing: In Practice 42 Tools for Observing and Uncovering  43 Protocols in Action: A Trajectory of Risk  46 Supporting Observing with Protocols 53 Preparing for the Turn: The Second Phase of the Deep Dive  55 5. Turning: The Second Phase of the Deep Dive 56 The Turn at Atlanta Neighborhood Charter School 57 The Turn at North Reading Middle School 58 School Culture  59 What to Expect in the Turn  62 Why Is This So Hard? 66 6. Turning: In Practice  67 Shaping Culture  68 Developing External Capacity 72 Managing Anxiety  75 A Final Word About Turning  80 7. Enacting: The Third Phase of the Deep Dive 82 Enacting the Future at Attucks Middle School 83 Enacting the Future at Barrow Elementary School 84 Enacting and Realizing the Dimensions of Culture, Capacity, and Anxiety 85 Utilizing Strategies for Enacting the Future  86 Enacting a Better Future  92 8. Enacting: In Practice—Co-Enacting 93 Co-Enacting a Better Future at Barrow Elementary School  93 Co-Enacting a Better Future at Attucks Middle School  96 Co-Enacting an Aspirational Future  97 The Good News About This Hard Work: Creating Enduring Capacity 104 9. A Book for Activists 105 Beyond Turning Up The Heat 106 Contradictory Advice on Navigating the Deep Dive  107 Reminders About Contradictory Advice and Reframing 115 What Was It All About? 116 References 119 Index  123 About the Authors and the Educators Profiled 129