1. Reaction
1.1 Summary
1.2 Top-Down Efforts
1.3 Teacher Led Instructional Improvement
2. Chapter Notes
2.1 Changing the Context (Chapt. 1)
2.1.1 Why Change?
2.1.2 How to Change?
2.1.3 Evolution in the Teaching Profession
2.2 Barriers to School Leadership (Chapt. 2)
2.2.1 Self-Imposed
Perceived System Limitations
If-Only Dependency
Losing One's Moral Compass and Not Taking Charge of One's Own Learning.
The Responsibility Virus.
2.2.2 System-Imposed
2.3 The Moral Imperative at the School Level (Chapt. 3)
2.3.1 The moral imperative "of the highest order."
2.3.2 Focuses on making a difference at different levels
In the lives of individuals
In a school
2.4 Making a Difference Beyond the School (Chapt. 4)
2.5 How to Get There (Chapt. 5)
2.5.1 Reconceptualize the role of school leadership
2.5.2 Recognize and work with the continuum of development
Performance training sects (Hargreaves)
Professional Learning Communities
2.5.3 Get the school size right
2.5.4 Invest in leaders developing leaders
2.5.5 Improve the teaching profession
2.5.6 Improve the capacity of the infrastructure
3. Further Reading
3.1 The Heart of Change (2002), Kotter & Cohen
3.2 "From Good to Great: Large Scale Reform in England", Michael Barber
3.3 Teaching in the Knowledge Society (in press), Hargreaves, A. New York: Teachers College Press
3.4 Trust in Schools (2002), Bryk, A. and Schneider, B. New York: Russell Sage
3.5 Trust and Betrayal in the Workplace (1999). Reina, D. and Reina, M. San Francisco: Berrett-Koehler.
3.6 The Responsibility Virus. (2002) Roger Martin New York: Basic Books.
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The Moral Imperative of School Leadership (2003) by Michael Fullan
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