A new way to think together, work together, and impact students... together. Despite regular meetings and planning sessions, collective leader efficacy often remains an untapped resource, leaving leadership teams working in silos and increasing the challenge of creating environments where every student and adult can thrive. Lead Collectively bridges this gap by providing a comprehensive framework for shared understanding, joint work, and evidence-based decision-making to strengthen leadership teams and amplify their impact on teaching and learning. Drawing on decades of leadership experience…mehr
A new way to think together, work together, and impact students... together. Despite regular meetings and planning sessions, collective leader efficacy often remains an untapped resource, leaving leadership teams working in silos and increasing the challenge of creating environments where every student and adult can thrive. Lead Collectively bridges this gap by providing a comprehensive framework for shared understanding, joint work, and evidence-based decision-making to strengthen leadership teams and amplify their impact on teaching and learning. Drawing on decades of leadership experience and research, authors Peter M. DeWitt and Michael Nelson offer actionable tools, protocols, and insights to help educational leaders foster trust, coherence, and accountability. Additional features include: * A step-by-step Collaborative Inquiry Cycle to guide leadership teams from identifying problems of practice to tracking measurable results * Guidance on integrating AI tools to analyze data, assess impact, and enhance collaboration * Case studies and real-world stories illustrating how schools and districts have transformed their leadership practices through collective efficacy More than a guide, Lead Collectively is an invitation for leaders to foster collaboration to achieve meaningful, lasting change. Whether you're leading at the school or district level, this book equips you with the tools to grow as a leader and drive measurable improvement for your students and educators.
Peter DeWitt (Ed.D) is the founder and CEO of the Instructional Leadership Collective, and approaches everything with a learner's mindset. He was a K-5 teacher for 11 years and a principal for 8 years. For over 12 years, he has been facilitating professional learning nationally, and internationally, based on the content of many of his best-selling educational books. DeWitt's professional learning relationships are a monthly hybrid approach that includes both coaching and the facilitating workshops on instructional leadership and collective efficacy. His work has been adopted at the state level, university level, and he works with numerous school districts, school boards, regional networks, ministries of education around North America, Australia, Europe, Asia, the Middle East and the U.K. Peter writes the Finding Common Ground column for Education Week with Michael Nelson and they host Corwin's Leaders Coaching Leaders podcast. In 2020 DeWitt co-created Education Week's A Seat At the Table where he moderates conversations with experts around the topics of race, gender, research, trauma and many other educational topics. Peter is the author, co-author or contributor of numerous books and his articles have appeared in educational research journals at the state, national and international level. His books have been translated into numerous languages.
Inhaltsangabe
Foreword Acknowledgments About the Authors INTRODUCTION WHERE DO WE GO FROM HERE? WHAT IS COLLECTIVE LEADER EFFICACY? OUR EXPERIENCE INTRODUCTORY SURVEY Part I: LEADERSHIP FOUNDATION Chapter 1: HOW ARE YOUR PRIORITIES FOCUSED ON STUDENT OUTCOMES? DOOR #1: DEVELOPING YOUR BELIEFS, VALUES, AND VISION DOOR #2: DEVELOPING YOUR OWN SET OF LEADERSHIP LESSONS DOOR #3: KEEPING STUDENTS AT THE CORE CHAPTER SUMMARY TEAM ACTIVITIES Chapter 2: UNDERSTANDING COLLECTIVE LEADER EFFICACY LEADING PROACTIVELY COLLECTIVE LEADER EFFICACY KEY DIFFERENCES BETWEEN COLLECTIVE TEACHER EFFICACY AND COLLECTIVE LEADER EFFICACY EXPERIENCES THAT IMPACT EFFICACY WHY AFFECTIVE STATES MATTER CHAPTER SUMMARY TEAM ACTIVITIES Part II: SHARED UNDERSTANDING Chapter 3: BUILDING SHARED UNDERSTANDING MISSED OPPORTUNITIES SHARED UNDERSTANDING, NOT JUST SHARED LANGUAGE DEVELOPING A SHARED UNDERSTANDING CHAPTER SUMMARY TEAM ACTIVITIES Chapter 4: SHARED UNDERSTANDING IN ACTION BUILDING SHARED UNDERSTANDING: A LEADERSHIP STORY FROM THE FIELD THE COLLABORATIVE INQUIRY CYCLE PLACEMAT BEGINNING WITH STUDENT OUTCOMES EXPLAINING STUDENT OUTCOMES USING EXAMPLES AND NONEXAMPLES TO DEVELOP TRUST, CLARITY, AND COHERENCE CHAPTER SUMMARY TEAM ACTIVITIES Part III: JOINT WORK Chapter 5: UNDERSTANDING JOINT WORK PERSONAL PROFESSIONAL CLIMATE AND CULTURE DEVELOPING JOINT WORK COMPONENTS OF JOINT WORK CHAPTER SUMMARY TEAM ACTIVITIES Chapter 6: JOINT WORK IN ACTION ESTABLISHING THE CULTURE FOR JOINT WORK ESTABLISHING A NETWORK OF LEADERS FOR JOINT WORK WHAT DOES JOINT WORK LOOK LIKE? ESTABLISHING SYSTEMS TO INVOLVE ALL STAKEHOLDERS IN JOINT WORK REVISITING THE COLLABORATIVE INQUIRY CYCLE PLACEMAT THEORY OF ACTION CHAPTER SUMMARY TEAM ACTIVITIES Part IV: EVIDENCE OF IMPACT Chapter 7: WHAT IS EVIDENCE OF IMPACT? ONE PRIORITY, MULTIPLE MEASURES DATA AND EVIDENCE: ONE CAN'T HAPPEN WITHOUT THE OTHER HOW TEAMS TALK ABOUT EVIDENCE LEADERSHIP TEAM MATRIX PROTOCOL: "LEADING WITH PURPOSE" COMPONENTS OF EVIDENCE OF IMPACT CHAPTER SUMMARY TEAM ACTIVITIES Chapter 8: LINKING THEORY OF ACTION AND DATA TO CREATE AN EVIDENCE MINDSET A JARRING PROFESSIONAL LEARNING MOMENT LEADS TO IMPROVEMENT REVISITING THE COLLABORATIVE INQUIRY CYCLE PLACEMAT EVIDENCE OF IMPACT THE IMPORTANCE OF STAKEHOLDER PARTICIPATION EQUITY THE QUESTION BECOMES: WHAT DO WE DO WITH THIS INFORMATION? INTEGRATION OF PROFESSIONAL LEARNING IMPLEMENTATION TIMELINE CHAPTER SUMMARY TEAM ACTIVITIES Part V: CCOLLECTIVE LEADER EFFICACY INTERSECTION Chapter 9: BRINGING IT TOGETHER: REFLECTION TO IMPROVE YOUR LEADERSHIP PRACTICE LEARNING FROM JIMMY'S STORY A PRINCIPAL'S VISION FOR TRUE PARTNERSHIPS THE POWER OF LISTENING AND PARTNERSHIP Afterword Appendix A.1 RUBRIC FOR SHARED UNDERSTANDING: TRUST A.2 RUBRIC FOR SHARED UNDERSTANDING: CLARITY A.3 RUBRIC FOR SHARED UNDERSTANDING: COHERENCE A.4 SHARED UNDERSTANDING: EXAMPLES AND NONEXAMPLES OF THREE-COMPONENT QUESTIONS A.5 RUBRIC FOR JOINT WORK: CULTURE A.6 RUBRIC FOR JOINT WORK: NETWORK A.7 RUBRIC FOR JOINT WORK: SYSTEMS A.8 JOINT WORK: EXAMPLES AND NONEXAMPLES OF THREE-COMPONENT QUESTIONS A.9 RUBRIC FOR EVIDENCE OF IMPACT: STUDENT LEARNING A.10 RUBRIC FOR EVIDENCE OF IMPACT: LEADERSHIP AND DECISION-MAKING A.11 RUBRIC FOR EVIDENCE OF IMPACT: PROFESSIONAL LEARNING AND GROWTH A.12 EVIDENCE OF IMPACT: EXAMPLES AND NONEXAMPLES OF THREE-COMPONENT QUESTIONS A.13 FRAYER MODEL PART I: COLLECTIVE LEADER EFFICACY A.14 FRAYER MODEL PART II: SHARED UNDERSTANDING A.15 FRAYER MODEL PART III: JOINT WORK A.16 FRAYER MODEL PART IV: EVIDENCE OF IMPACT References Cited Index
Foreword Acknowledgments About the Authors INTRODUCTION WHERE DO WE GO FROM HERE? WHAT IS COLLECTIVE LEADER EFFICACY? OUR EXPERIENCE INTRODUCTORY SURVEY Part I: LEADERSHIP FOUNDATION Chapter 1: HOW ARE YOUR PRIORITIES FOCUSED ON STUDENT OUTCOMES? DOOR #1: DEVELOPING YOUR BELIEFS, VALUES, AND VISION DOOR #2: DEVELOPING YOUR OWN SET OF LEADERSHIP LESSONS DOOR #3: KEEPING STUDENTS AT THE CORE CHAPTER SUMMARY TEAM ACTIVITIES Chapter 2: UNDERSTANDING COLLECTIVE LEADER EFFICACY LEADING PROACTIVELY COLLECTIVE LEADER EFFICACY KEY DIFFERENCES BETWEEN COLLECTIVE TEACHER EFFICACY AND COLLECTIVE LEADER EFFICACY EXPERIENCES THAT IMPACT EFFICACY WHY AFFECTIVE STATES MATTER CHAPTER SUMMARY TEAM ACTIVITIES Part II: SHARED UNDERSTANDING Chapter 3: BUILDING SHARED UNDERSTANDING MISSED OPPORTUNITIES SHARED UNDERSTANDING, NOT JUST SHARED LANGUAGE DEVELOPING A SHARED UNDERSTANDING CHAPTER SUMMARY TEAM ACTIVITIES Chapter 4: SHARED UNDERSTANDING IN ACTION BUILDING SHARED UNDERSTANDING: A LEADERSHIP STORY FROM THE FIELD THE COLLABORATIVE INQUIRY CYCLE PLACEMAT BEGINNING WITH STUDENT OUTCOMES EXPLAINING STUDENT OUTCOMES USING EXAMPLES AND NONEXAMPLES TO DEVELOP TRUST, CLARITY, AND COHERENCE CHAPTER SUMMARY TEAM ACTIVITIES Part III: JOINT WORK Chapter 5: UNDERSTANDING JOINT WORK PERSONAL PROFESSIONAL CLIMATE AND CULTURE DEVELOPING JOINT WORK COMPONENTS OF JOINT WORK CHAPTER SUMMARY TEAM ACTIVITIES Chapter 6: JOINT WORK IN ACTION ESTABLISHING THE CULTURE FOR JOINT WORK ESTABLISHING A NETWORK OF LEADERS FOR JOINT WORK WHAT DOES JOINT WORK LOOK LIKE? ESTABLISHING SYSTEMS TO INVOLVE ALL STAKEHOLDERS IN JOINT WORK REVISITING THE COLLABORATIVE INQUIRY CYCLE PLACEMAT THEORY OF ACTION CHAPTER SUMMARY TEAM ACTIVITIES Part IV: EVIDENCE OF IMPACT Chapter 7: WHAT IS EVIDENCE OF IMPACT? ONE PRIORITY, MULTIPLE MEASURES DATA AND EVIDENCE: ONE CAN'T HAPPEN WITHOUT THE OTHER HOW TEAMS TALK ABOUT EVIDENCE LEADERSHIP TEAM MATRIX PROTOCOL: "LEADING WITH PURPOSE" COMPONENTS OF EVIDENCE OF IMPACT CHAPTER SUMMARY TEAM ACTIVITIES Chapter 8: LINKING THEORY OF ACTION AND DATA TO CREATE AN EVIDENCE MINDSET A JARRING PROFESSIONAL LEARNING MOMENT LEADS TO IMPROVEMENT REVISITING THE COLLABORATIVE INQUIRY CYCLE PLACEMAT EVIDENCE OF IMPACT THE IMPORTANCE OF STAKEHOLDER PARTICIPATION EQUITY THE QUESTION BECOMES: WHAT DO WE DO WITH THIS INFORMATION? INTEGRATION OF PROFESSIONAL LEARNING IMPLEMENTATION TIMELINE CHAPTER SUMMARY TEAM ACTIVITIES Part V: CCOLLECTIVE LEADER EFFICACY INTERSECTION Chapter 9: BRINGING IT TOGETHER: REFLECTION TO IMPROVE YOUR LEADERSHIP PRACTICE LEARNING FROM JIMMY'S STORY A PRINCIPAL'S VISION FOR TRUE PARTNERSHIPS THE POWER OF LISTENING AND PARTNERSHIP Afterword Appendix A.1 RUBRIC FOR SHARED UNDERSTANDING: TRUST A.2 RUBRIC FOR SHARED UNDERSTANDING: CLARITY A.3 RUBRIC FOR SHARED UNDERSTANDING: COHERENCE A.4 SHARED UNDERSTANDING: EXAMPLES AND NONEXAMPLES OF THREE-COMPONENT QUESTIONS A.5 RUBRIC FOR JOINT WORK: CULTURE A.6 RUBRIC FOR JOINT WORK: NETWORK A.7 RUBRIC FOR JOINT WORK: SYSTEMS A.8 JOINT WORK: EXAMPLES AND NONEXAMPLES OF THREE-COMPONENT QUESTIONS A.9 RUBRIC FOR EVIDENCE OF IMPACT: STUDENT LEARNING A.10 RUBRIC FOR EVIDENCE OF IMPACT: LEADERSHIP AND DECISION-MAKING A.11 RUBRIC FOR EVIDENCE OF IMPACT: PROFESSIONAL LEARNING AND GROWTH A.12 EVIDENCE OF IMPACT: EXAMPLES AND NONEXAMPLES OF THREE-COMPONENT QUESTIONS A.13 FRAYER MODEL PART I: COLLECTIVE LEADER EFFICACY A.14 FRAYER MODEL PART II: SHARED UNDERSTANDING A.15 FRAYER MODEL PART III: JOINT WORK A.16 FRAYER MODEL PART IV: EVIDENCE OF IMPACT References Cited Index
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