Description
Book SynopsisThe pressure is on. Throughout the country, educators and administrators are working hard to make sure students pass standardized tests and graduate. At the same time, teachers are overwhelmed by ever-increasing demands. Efforts at reforming schools often replicate the same approaches and net the same discouraging results. Staff at many schools feel defensive and powerless as a result of being unable to meet standards they didn't set and don't know how to achieve. This book describes a humanistic approach to implementing programs and systems that bring academic press, social support, and relational trust together in unique ways. Based on the understanding that old beliefs are changed by supporting new behaviors, the approach includes acquiring and using data in innovative and intentional ways. Properly conducted, the approach results in high morale, a sense of inclusiveness and success, increased efficacy, and improved metrics in all areas of education. The book includes the research a
Trade ReviewIt is so refreshing to read a book about school reform from the point of view of the people who actually did the work. This book is proof that with dedicated, tenacious, and student-centered educators—anything can happen! -- Becky Berg, Superintendent, Marysville School District, Past President ASCD
In this timely book, the authors share important lessons of a lived experience in school leadership in which a low-performing school was genuinely transformed into the opposite. And this account comes not from an inner-city in a large school system, but from a mid-size district that could exist anywhere in the nation. This well-written book is a must-read for every educator who embraces a commitment to success for all. -- Michael Dunn, EdD, Superintendent, North East Washington Educational Service District 101
In the current context of school systems, people often feel not only unloved, but also powerless. This book shows that person-to-person relationships can restore the balance in leadership-impoverished school systems, turning them into organizations where people listen, embody greater vitality, and act with love and courage. -- Shann Ray Ferch, author Forgiveness and Power in the Age of Atrocity: Servant Leadership as a Way of Life; National Endowment for the Arts Literature Fellow; professor of Leadership Studies, Gonzaga University
The work of Dr. Salina in high-poverty, high-minority, underachieving schools affirms that poverty is not a sickness, diversity is not a challenge to overcome, and hope is not a strategy for change. Powerless to Powerful combines the theory, the evidence-based research, and the proven practical application to truly transform your school and district. -- Trevor Greene, National Association of Secondary School Principals' 2013 National High School Principal of the Year
Table of ContentsFOREWORD PREFACE Sunnyside’s Story Getting Help Learning About Sunnyside Using the Data Beginning the Change Skin in the Game ACKNOWLEDGEMENTS INTRODUCTION: Sharing the Lessons PART I: DRIVING PRINCIPLES AND THE CONCEPTUAL FRAMEWORK Supporting Principles The Conceptual Framework Academic Press Social Support Relational Trust Academic Press, Social Support, and Relational Trust Working Together Change From the Outside In PART II: LEADERSHIP LESSONS LEARNED Leadership Lesson #1: One-on-One Is Powerful Leadership Lesson #2: Intentional Actions Inspire Hopefulness Leadership Lesson #3: Time Is Golden Leadership Lesson #4: Positive Opposites–Action Teams Leadership Lesson #5: Evidence Is Everything but not Anything Leadership Lesson #6: If Time Is Golden, Then Language Is Platinum Leadership Lesson #7: District Office: Friend or Foe? Leadership Lesson #8: Support the Ones Who Support the Work Summary REFERENCES INDEX
