While administrators' visions tend to focus on district- or school-
wide instructional issues, teachers' visions tend to address teacher
roles and student outcomes
Leadership Characteristics that Facilitate School Change: Characteristics of Leaders of... - 0 views
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Teachers' vision also included school changes that would result in more participatory and decision- making roles for teachers.
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Vision, a critical leadership characteristic, is also a trait of successful executive educators
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LEADERSHIP FOR THE 21st CENTURY: BREAKING THE BONDS OF DEPENDENCY - 1 views
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there is no external answer that will substitute for the complex work of changing one's own situation.
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It is one thing to say in most successful organizations members share a clear, common vision, which is true, but quite another to suggest that this stems primarily from direct vision-building, which is not. Vision-building is the result of a whole range of activities (pp. 208-209).
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critical consumers
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Margaret J. Wheatley: Goodbye, Command and Control - 0 views
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We sought prediction and control, and also charged leaders with providing everything that was absent from the machine: vision, inspiration, intelligence, and courage
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productivity gains in truly self-managed work environments are at minimum thirty-five percent higher than in traditionally managed organizations
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There is both a need to have more autonomy in one’s work, and strong evidence that such participation leads to the effectiveness and productivity we crave.
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SEDL - School Context: Bridge or Barrier to Change - 0 views
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Discipline is the overwhelming obstacle to school success.
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Educational bureaucracy obstructs
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According to Gault and Murphy (1987), many American schools claim to practice cultural pluralism, but in reality all students are expected to fit into the white middle class culture. Students with different cultural backgrounds, values, and skills than those generally valued by American schools may be perceived as incapable of performing according to the school's standards.
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SEDL - School Context: Bridge or Barrier to Change - 0 views
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contextual factors may influence changes aimed at improving schooling for at-risk students more than change in general.
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"[T]rying to change any part of the system requires knowledge and understanding of how parts are interrelated" (Sarason, 1990, p. 15).
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The need for leadership in change efforts is well documented at the school level.
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