Description
Book SynopsisEquity, from the Boardroom to the Classroom discusses the need for districts to become Professional Learning Organizations (PLOs) which links the board's role to Professional Learning Communities. In order to promote equity, it is vital that school boards build a culture in which all stakeholders contribute individually and collectively to accomplish district objectives. To foster a collaborative culture, boards must display thermostat leadership as opposed to thermometer leadership. Thermostat leadership is practiced when the board is actively involved in setting, maintaining, or adjusting district culture in order to ensure alignment with district priorities which PLOs promote. Comparatively, thermometer leadership is used when a board governs by a laissez-faire approach and seeks to mandate a specific culture without becomingly actively involved. The latter approach enable boards to be misinformed about its strategic initiatives. Research is clear: No school reform aimed at improvin
Trade ReviewDr. Patrick Rice has risen to become one of education’s most transformative figures by challenging the traditional stakeholder's role and addressing the systemic approach to students’ success through Professional Learning Organizations ... this is a must-read for school administrators and boards looking to go to the next level. -- Jeff Campbell, BS, MPA, PMP, JRC Strategic Planning, Former Board Member, Mt. Vernon SD 80
Collaborative leadership is essential to student achievement. School districts improve when its governance team understands and supports shared decision-making. When districts realize the value of becoming a PLO (Professional Learning Organization), any goals that are set can be reached. Dr. Rice has done such wonderful work at exhibiting the need for collaborative leadership. Boards that create an environment of collaboration usually experience better academic success for students. -- Elizabeth H. Reynolds, Superintendent, Calumet Public S.D. 132
Dr. Rice has clearly identified the need for a system of constituent engagement focused on the collaborative development of a quality learning environment for all students. He has emphasized the importance of structuring a systemic opportunity where the representative constituencies can work together in forging a commitment to lead substantive, systemic change within the district to ensure the future viability of the educational system. -- Dr. Nick Osborne, Professor, Department of Educational Leadership, Eastern Illinois University
Equity, from the Boardroom to the Classroom is a timely work by an innovative and passionate scholar who is making a path for a more collaborative and dynamic approach to board leadership. Equity, from the Boardroom to the Classroom provides the intellectual and organizational framework to engage the entire district and educational community in the process of finding and employing the best approaches to educating children in their district. The scope of Dr. Rice’s work in this book has great potential to be a leading model that school boards follow to improve their school system and better educate their students. -- D’Karla Assagai, Consultant, California Community Colleges Chancellor’s Office , Former Governance Consultant, California School Boards Association
America’s school boards are the engine for democracy in public education. Yet as education has become more and more complex in the modern world of rapidly expanding knowledge and changing technologies and expectations, the capacity of school boards to make wise decisions on behalf of students has been challenged. Dr. Patrick Rice vividly describes how school districts can solve this dilemma – becoming professional learning organizations that can represent a democratic voice and continually improve their capacity to find innovative solutions to the needs of today’s students and schools. Everyone who cares about democratically governed public education should read this book! -- Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Emeritus, Stanford University; President, the Learning Policy Institute
Table of ContentsForeword Preface Acknowledgements Introduction Chapter 1- Why Organizational Culture Matters Chapter 2- A Look at PLOs Chapter 3- A Look at PLC Teams Chapter 4- The Power of Informed Oversight and Systemic Governance Chapter 5- Benefits of Becoming a PLO Chapter 6- The Role of the Community Engagement Process in a PLO Chapter 7- Implementation Stages of Becoming a PLO: How to Sustain the PLO Culture Chapter 8- School Board and Superintendent Leadership is Essential Chapter 9- The Final Case on Why Districts Should Choose to Become PLOs Chapter 10- Concluding Thoughts Glossary References About the Author
