Table of Contents

Foreword by Arthur L. Costa
Acknowledgments
About the Authors
Introduction
Voices
Our Learning Journey
Our Wording
Chapter 1. The Hidden Power of Alignment
All of Us Have a Stake in This
The Core of Change
That May Work for Individuals, But How About Teams?
Alignment in Schools and in Life
Explanatory Power: Two Models
Collaboration and Challenge
Alignment Versus Agreement
When Voices Are Heard That Are Usually Stilled
Introduction to Shared Visioning
Shared Vision Creation Process
A Year of “Preparation for Action”
Designing the Long-Term School Development Plan
Identification of Core Values
Our Shared Vision as an Alignment Tool
Summary
Chapter 2. The Real Work
Fresh Eyes
What Is Our “Return on Investment” in Schools?
The Basis for the Curriculum
Our Life Lessons About the Real Work of Schools
So, What Do You Think Is Your Real Work?
Who Knows the Real Work? Social Constructivism
Staying Honest to the Real Work: Evidence-Based Decision Making
Summary
Chapter 3. Leadership
Leadership as Disposition or Position?
Leading Versus Managing
The Eight Leadership Challenges
The Joy of Leadership
Summary
Chapter 4. Authentic Action
Action Is What Matters
The Knowledge Base for Action
Openness to Learning and Confidence to Learn
Credibility and Credibility Killers
The High-Leverage Drivers of Authentic Action
What Does Whole School Accountability Look Like?
Summary
Chapter 5. Core Values and Culture
Does Your School Live by Your Core Values?
A Culture of Ownership
A Culture of Inclusion
A Culture of Caring
A Culture of Trust
A Culture of Questioning
A Culture of Coaching
A Strong Adult Professional Culture
A Culture of Innovation
A Culture of Symbols
A Culture of Story
A Culture of Celebrating
Learning Journeys
Summary
Chapter 6. Schools Are Part of the Community
Balancing Life’s Complexities
Working Together
Family: The Parent/Caregiver as Learner
Parents as Partners in Their Child’s Learning
Thunderbolts Will Challenge Us All
Relationships With the Media
Mutually Productive Activities With the Wider Community
Summary
Appendices
Appendix 1. Consensus Building: Inquiry Probe Tools
Appendix 2. Sample Shared Visions and Research (Preparation for Action) Themes
Appendix 3. The Long-Term School Development Plan
Appendix 4. Sample Personal Visions
References
Index

About the Author

John Edwards has always been fascinated with the beauty of the human mind. He began his working life as a research metallurgist. He has worked as a teacher and department head in schools; in state, national and international curriculum development roles; and has written textbooks for schools. Through his extensive university career he has been one of the leading research grant recipients in cognitive science in Australia.

 

John’s research began in his own classrooms which led to publications in the areas of the direct teaching of thinking and what are children thinking whilst teachers are teaching. He has explored areas including: how people think; what tests really test; ways to measure the intellectual demand of learning; how to generate successful change in organisations; innovation and creativity; leadership; internally-driven transformation of schools; and creating productive feedback environments. He worked on a major project using Piaget’s clinical method to reveal how South-East Asian children develop science and mathematics concepts.

 

John is Managing Director of Edwards Explorations, an Australia-based company concerned with exploring and developing human potential. He has worked inside many leading Australian and international companies, and sporting organizations, to research and deliver powerful cultures of learning. He has dedicated a large part of his life to the work that forms the basis of this book; helping school communities create the schools they know are right for their children.

 

Dr Edwards is one of the few international researchers to turn his research into award-winning practice in education, in business and industry, and in high performance sport.

Bill Martin loves working inside schools to build positive learning environments for children. He has done this for 49 years. He taught in primary and middle schools for 17 years, was a secondary assistant and high school principal for 16 years. On two occasions he led large schools to win State and National Blue Ribbon awards for excellence. Since 2003 he has worked with over 180 schools across six countries to support efforts to create powerful learning cultures.

 

He has earned personal awards for educational leadership: in 1991 he was one of five finalists in the first National Secondary Principal of the Year competition sponsored by the NASSP and Metropolitan Life. In 1993 he was named one of ten Principals of Leadership by the National School Safety Center. In 2000 the Michigan State Legislature proclaimed a Special Tribute to Bill’s leadership as principal of Monroe High School.

 

He has presented invited addresses at International Conferences on Thinking in New Zealand, the U.K., USA, Australia, Sweden, Spain and Malaysia. He has been a keynote presenter at the International Conference on Ignorance. Bill has served on a United Nations team to make recommendations for the reform of secondary education in Kuwait. He has designed and facilitated long-term professional development programs to grow leadership capacity for the Tonsberg Kommune in Norway, and the Varberg and Kungsbacka Kommunes in Sweden. In Lexington Public Schools, Bill served as the Smaller Learning Community Technical Advisor for the district’s five high schools.

Bill can be reached at clcoalition@yahoo.com.

Reviews

"As John Edwards and Bill Martin show, education for a future with a future will embody nature’s principles of diversity and coherence—underpinned by a deep conviction in the innate wisdom of children, and the belief that cultivating the compassion and larger intelligence that are our birthrights will produce future generations capable of writing a new chapter in the human story."
*Peter Senge, Professor, Massachusetts Institute of Technology*

"Schools That Deliver is a master class on effective leadership and school renewal. These authors know how to change a vision from a dream into a plan that works. This is not theory: John and Bill have actually guided transformative change in multiple settings. We have here a unique treasury of wisdom that spans the range from big-picture design to daily actions of leaders who build trust . . . a groundbreaking book."
*Jon Saphier, Research for Better Teaching*

"Schools That Deliver is an exceptional work to inspire, rejuvenate, and engage your school staff along a powerfully aligned trajectory toward success.  Reimagine your school through the lens of these transformative authors."
*Jill Gildea, Superintendent*

"Schools That Deliver is long overdue in the midst of too much focus on testing and accountability. It has the potential to provide a practical guide coupled with the underlying philosophy to assist school leaders in making their schools engaging environments for all students and staff."
*Richard A. Simon, Adjunct Professor*

"A common thread that separates Schools That Deliver from others is the focus on remaining loyal to the unique personality of each individual school while providing specific tools and procedures to focus on."
*Delia McCraley, Principal*

"John Edwards and Bill Martin write about the reality of authentic school issues using proven research and from their own experiences."
*Bonnie Tryon, Past President*