leadership and organizational change for districts

challenge

despite a common understanding that schools need to evolve or change in order to better meet the academic and socio-emotional needs of their students, when districts roll out new initiatives or programs to do this, they are frequently met with three oft-repeated statements: “that won't work here;" "that's just another thing on my plate;" and "that’s not the way we've always done it.” these statements represent a larger concern: that schools and districts are overwhelmed by the amount of seemingly competing priorities they have and the various "new" ways of addressing these priorities. to support districts with this we began to think about how the six new school rules, pillars of any responsive organization, could be applied at various levels of leadership within a school and district.

intervention

prior to developing practical ways to apply the six new school rules in districts, 瑞士vs喀麦隆亚盘赔率 took time to create a responsive roadmap to visualize the flow and cadence of how these new rules could be introduced over time. from this roadmap, 卡塔尔世界杯32强比赛时间 leadership course was created - a course that takes the six critical practices from the book around planning, teaming, managing roles, decision-making, sharing information, and learning organizations, and lays them out in a gradual release model. the objectives of the course are two-fold: (1) to build district knowledge of the 6 new school rules through first-hand experiences; and (2) to shift individual leadership practice in a way that makes lasting change in the district, beginning with teams. in addition, 瑞士vs喀麦隆亚盘赔率 is hosting a new schools rules institute to build capacity in practical application of the rules in districts and district leaders across the country.

impact

卡塔尔世界杯32强比赛时间 leadership course has helped leaders learn by using a four-part framework of learning: (1) play or understanding why each new practice matters through first-hand experiences; (2) expand their own knowledge of the new rules, practices, and resources; (3) practice by using each rule on their own in small, low-risk ways; and (4) apply this practice in real life and use a cycle of reflection and iteration to continuously improve. although the first new school rules leadership courses have recently launched, the districts that are participating are already seeing tangible changes in the ways their teams operate and in their confidence in their responsiveness as leaders. participants report that meeting time has been cut in half and that meetings feel more purposeful; that they have language they can use to communicate roles and accountabilities with their teams; and that they feel ready to be more collaborative and responsive to their district, school, and team needs.

resources