Aboriginal

, 267

See also Indigenous

Adjectival leadership

, 73

Alberta Student Assessment Study (ASAS)

, 5, 40, 46, 115, 143, 222, 234, 246, 307

ASAS. See Alberta Student Assessment Study (ASAS)

Behavior

changing teachers

, 48, 49, 59, 60

innovative

, 82

partisan

, 29, 69, 85

positive

, 34, 77

teaching

, 59, 64, 92

CBAM. See Concerns Based Adoption Model (CBAM)

Celebration

, 71, 76, 129, 179, 188, 208, 230, 233, 252, 257, 283, 288, 305

Change

drivers of

, 115–116

elements of educational

, 37–40

monitor and evaluate

, 129–131

students as driving motivation for

, 140–143

sustainability of

, 131–135

teachers’ perspectives about

, 224–229

types of

, 174, 299

Change agent, teacher as

, 221–232

Change facilitator

, 53, 58

Change failure cycle

, 27–30, 85

Change leaders, confident and hesitant

, 142

Change theories

CBAM. See Concerns-based adoption model

dialectical theory

, 32

evolutionary theory

, 32

leading learning organizations

, 78–80

Lewin’s steps

, 33

life cycle theory

, 30–31

Teleological Theory

, 30

Communicate

, 16, 31, 36, 115, 239, 265, 295

See also Communication

Communication

, 9, 15, 43, 76, 82, 113, 117, 121, 124, 126–127, 130, 162, 165, 167, 171, 184, 185, 192, 252–253, 260, 270, 273, 275, 277, 281, 288, 290, 293, 302–303, 304

effective communication

, 252–253, 300

modes

, 16, 82, 83

plan

, 166–168

plan development

, 166–168

Community members and parents

, 246–253

Concerns-Based Adoption Model

, 50–59, 233

innovation configuration (IC)

, 52–53

levels of use (LoU)

, 52, 56–58

stages of concern (SoC)

, 52, 53–56

Conflict

dealing with

, 189–192

personal strength during

, 193–194

Context

culture

, 5, 174, 193, 244, 246, 252, 259–295, 263, 290, 294, 310

demographic of school

, 260

demographics

, 263–273

level or type of school

, 260, 285–294

national

, 4, 13, 20, 43, 82, 113, 118, 158

political

, 6, 9, 12, 13, 17, 46, 47, 77, 79, 81, 82, 113, 126, 127, 158, 259, 261, 285, 288, 294

school

, 4, 11, 19, 30, 34, 36, 51, 62, 68, 70, 78, 80, 81, 83, 85, 96, 105, 109, 110, 111, 114, 116, 119, 130, 132, 134, 139, 149, 158, 161, 166, 168, 184, 219, 259, 262, 267, 269, 294, 298

site of school

, 260, 278–285

size of school

, 260, 273–278

Culture

defined

, 174

language and

, 131

organizational

, 79, 206, 263, 294

Culture change

, 146, 173, 174, 175–183, 183, 196, 224, 243, 247, 268, 299

community engagement

, 185

cultures of trust creation

, 185–186

dealing with emotion

, 192–196

dealing with resistance and conflict

, 189–192

demonstrating commitment

, 188–189

effective communication

, 252–253

effective leaders take (fast) action

, 255

in large urban senior high school

, 247–255

leaders’ presence

, 253–254

parents’ receptivity to school change

, 252

relationships

, 254–255

naysayers

, 190

people change

, 174, 183–189

personal strength during conflict

, 193–194

readiness and mind-set

, 186–188

Decision making

, 39, 46, 74, 82, 124, 130, 185, 244–245

evidence-based

, 124

Dialectical Theory

, 32

Educational outcomes, high quality

, 17–20

Educational partisanship

, 45–47

Educational reforms

, 43

Canada

, 8

New Zealand

, 7–8

Education ministries

, 113

Educator learning

research-based content

, 65–66

ELL. See English Language Learners (ELL)

Emotion

dealing with

, 192–196

reflection through

, 148–149

English Language Learners (ELL)

program

, 262, 287, 289

school

, 262

specialist school for

, 286–290

students

, 262, 286, 288, 289

Ethic of care

, 60, 77, 97, 115, 152, 182, 183, 196, 222, 234, 239, 244, 268, 293

Evaluation

, 31, 53, 55, 67, 68, 125, 130, 133, 297

Evolutionary Theory

, 32

Fast-paced change

, 109–111, 298

students liked

, 242–243

teachers’ reactions to

, 229–230

Fear of inadequacy

, 191–192

Feedback

, 34, 50, 62, 63, 101, 121, 125, 126, 127, 128, 130, 132, 133, 142, 162, 164, 167, 178, 200, 209, 210, 214, 215, 247, 280, 292, 300, 302, 305

First Nations

, 12, 18, 220, 221, 241, 256, 261, 263–269, 268

See also Indigenous

4L – Life-Long Learning Leader Framework

, 5, 81

Globalization

, 9–24, 34, 81

cosmopolitanism

, 13

culturalism, global

, 13–14

influence of

, 27, 34

influence of globalization on education

, 21–25

and knowledge economy

, 14–17

related to education

, 21–25

migration and brain circulation

, 20–21

Guskey’s model, of teacher change

, 39, 48–50, 219, 223

Immigrant

, 19, 205, 220, 262, 271, 286, 288, 289, 318

Indigenous

, 8, 13, 18, 19, 205, 220, 222, 266, 268, 269, 271, 314

Instructional capacity

, 43, 264, 267, 294

International Study of Principal Preparation (ISPP)

, 4, 115, 143

Interpersonal

, 33, 34, 78, 109, 118, 120, 121, 126, 179, 182, 196, 252, 255, 304

Interpersonal skills

, 153–154, 277, 307

Intrapersonal

, 78, 87, 107, 109, 118, 120, 179, 182, 226, 252

Intrapersonal skills

, 152–153, 300

Inuit

, 220, 222

See also Indigenous

ISPP. See International Study of Principal Preparation (ISPP)

Knowledge

conditional

, 88, 90, 146

declarative

, 88, 90, 146

metacognitive

, 90

procedural

, 88, 90, 146

Knowledge economy

, 1, 9, 14, 15, 17, 14–17, 78

mobilization

, 130–131

Leader

for change

, 116–117

communicate with participants

, 117–118

community engagement

, 185

concerns with rural contexts

, 285

confident change

, 142

and consultation

, 149–150

creation

, 117

as designers

, 79

engagement in self-reflection

, 116

entrepreneurial

, 82, 83

good listeners

, 213–214

hesitant change

, 142

interpersonal skills

, 120, 121

intrapersonal skills

, 120–121

knowledge mobilization

, 130–131

personal strength

during conflict

, 193–194

recognizing

, 154–155

personal support system

recognizing

, 121–122

personal weakness

recognizing

, 155–156

positive relationships

establishment

, 117

pre-planning

, 117, 162–163

collecting data

, 163–165

communication plan development

, 166–168

support for staff

, 168–169

task force

, 165–166

prior experience with leading change

, 157–160

rapid change

accelerators

, 128–129

building capacity

, 127–128

communication

, 126

conceptualizing

, 116–118

dealing with resistance and

demand for

, 113–116

informed change efforts

, 124–125

initiatives

, 124

pre-plan development

, 124

strike a task force

, 125

resilience and sources of strength

, 150–151

self-evaluation

, 146, 148

self-reflection

, 118–122, 146, 148

personal reflection

, 145–160

reflection through emotion

, 148–149

space and time for

, 146–148

sharing the vision for change

, 160–162

as steward

, 79

support

, 118

task force

, 122

as teachers

, 79

think through the decision for change

, 141–143

time to move on

, 195–196

vision

, 123

Leadership

, 263, 266, 269, 273

adjectival

, 73

authentic

, 74, 77–78, 79, 117, 118, 126, 300, 308, 310

Boundary Breaking

, 81, 83, 87, 118

characteristics

, 97–106

distributed leadership

, 39, 65, 66, 84, 117, 122, 165, 284, 301, 303

entrepreneurial

, 73, 74, 80, 81, 82, 83, 84, 87, 118, 206, 295, 303, 310

formal and informal

, 80

influences on students

, 243–244

instructional

, 5, 65, 75

renaissance

, 74, 80, 83, 84, 87

responsibility, public confidence

, 40

transformational

, 73, 74, 75–77, 78, 79, 116, 118, 126, 301, 310

turnaround

, 73, 74, 116, 117

Leadership competency clusters

, 74

Leadership development

, 4, 5, 80, 81, 120, 127, 150, 156, 192, 215, 274, 300, 301

Leadership theory

, 29

Learner, teachers as

, 48–59

Learning

effective professional

, 64–66

generative approach to

, 80

integrated face-to-face and

internet based

, 83

life-long

, 17–20, 156, 236

professional

, 64–66

technology-mediated

, 16

Learning organization

, 74, 78–80

Lesson leaders learn from

parents’ perspectives

, 256

students’ perspectives

, 245–246

teachers’ perspectives

, 232–234

Lewin’s Three Steps

, 32

Life-cycle Theory

, 30–31

Lifelong learning

, 9, 17, 25, 234

Love

, 101, 152, 154, 185, 200, 215, 219, 221, 222, 231, 242, 251, 265, 293, 303

Marzano’s model

, 90

metacognitive system

, 88–90, 120

Metacognition

, 87, 149, 160

and change agency

, 87–91

See also Self-reflection

Métis

, 18, 220, 222, 243

See also Indigenous

Model of Teacher Change

, 48–50, 92, 219

Models of Teaching

, 61

See also Professional development: Models

Monitor progress

, 2, 35, 53, 58, 65, 67, 75, 88, 90, 96, 97, 112, 113, 117, 125, 129–131, 133, 136, 142, 165, 186, 191, 192, 213, 233, 293, 297

Motivation

, 4, 29, 33, 34, 37, 39, 40, 49, 50, 54, 62, 71, 76, 77, 87, 91, 93, 96, 97, 107, 115, 116, 117, 122, 125, 128, 129, 136, 140, 143, 145, 149, 153, 185, 186, 187, 202, 229, 230, 233, 251, 257, 277, 285, 292, 298, 299, 305, 308

for change

, 140–143

inspirational

, 76

techniques

, 305

NCLB. See No Child Left Behind Act (NCLB)

Neo-conservatism

, 1, 19, 20, 22, 24, 27

Neo-liberal

, 8, 20, 23, 34

Neo-liberalism

, 1, 9, 21

No Child Left Behind Act (NCLB)

, 18

Observational learning theory. See Social Cognitive Theory (SCT)

Organisation for Economic Co-operation and Development (OECD)

, 11

PISA testing programme

, 11, 12

Ranking system, international

, 18

TIMMS test

, 12

Organizational culture

, 79, 206, 263, 294

Partisanship

, 1, 25, 45–47, 45, 46, 69, 309

partisan behavior

, 29, 69, 85

PD. See Professional development

Peer-coaching approach, Joyce and Showers

, 62–63

Peer Coaching Study Teams (PCST) approach

, 62–63

People change

, 119, 143, 299

See also Culture change

People skills

, 154, 156, 176, 300

See also Interpersonal skills

Philosophy

, 102, 219, 220, 221, 222, 224, 269

PLCs. See Professional development: professional learning communities (PLCs)

Pre-planning

, 117, 125, 128, 132, 139, 149, 162–163, 170, 172, 304, 309

Problem solving

, 65, 74, 208–209

Professional development

, 1, 5, 27, 29, 36, 38, 40, 46, 48, 49, 50, 53, 58, 59, 65, 66, 67, 68, 72, 59–72, 85, 114, 121, 124, 125, 128, 132, 134, 135, 168, 188, 189, 199, 204, 212, 214, 215, 216, 227, 255, 265, 268, 269, 278, 282, 284, 289, 291, 299, 300, 304, 309

collaborative approaches in

, 67–68

effective professional development

, 64–66

empowerment of teachers

, 69–70

goals

, 65

influence the effectiveness of

, 68–72

models

, 61

peer coaching

, 62, 63, 66

personal professionalism

, 70–71

political factors

, 69

professional learning community (PLC)

, 65, 67, 72

program

, 48

sound leadership

, 70

supporting sustainability

, 71

technological innovations in teacher

, 72

time

, 70

understanding effective PD process

, 68–69

Professional growth

, 51, 63, 67, 75, 215

Professionalism

, 67, 68, 70, 71, 98, 100, 242, 264, 265, 267, 269

Professional Learning

leading with love and

, 263–269

personal

, 70–71

See also Professional development

Program change

, 119, 143, 159, 173, 175, 186, 188, 191, 199–215, 224, 243, 274, 299

expect the unexpected

, 208

leading

, 203–216

realistic expectations

, 208–209

reflective leadership

, 209–210

staff turnover

, 211–213

Rapid change accelerators

, 110, 124–125, 128–129, 136, 305

Reflection

character assassination

, 301

communication

, 302–303

learn from

others

, 301–302

past experiences

, 302

reflection time, personal

, 118–119

reflective leadership

, 204, 209–210

self-reflect on your leadership

capacity

, 300–301

Refugees

, 19

See also Immigrant

Resilience

, 94, 121, 122, 149, 150–151, 163, 188, 208, 230–231, 230, 263, 274, 306, 308

leader

, 150–151

teacher

, 230–231

Resistance, dealing with

, 189–192

Scepticism

, 41, 60

Self-control

, 96, 192

See also Self-regulation

Self-efficacy

, 34, 92–93, 95, 96, 107, 109, 116, 120, 121, 143, 146, 148, 150, 152, 155, 157, 159

mastery experiences (performance accomplishments)

, 93–94

psychological/emotional arousal

, 95

social/verbal persuasion

, 94–95

vicarious experiences

, 94

See also Social Cognitive Theory (SCT)

Self-evaluation

, 2, 75, 91, 112, 118, 136, 147, 148

Self-reflection

, 2, 80, 85, 87, 88, 90, 95, 96, 107, 116, 117, 118, 120, 125, 126, 128, 136, 145–150, 160, 209–210

and agency

, 95–96

leader

, 118–122

leaders engage in

, 116

on leadership capacity

, 300–301

Self-regulation

, 88, 90, 96, 107, 307

Self-system

, 88–90

Skills

interpersonal

, 109, 120–121, 153–154, 252, 255, 277, 300

intrapersonal

, 109, 120–121, 152, 154, 160, 300

Social Cognitive Theory (SCT)

, 34, 62, 91–96, 116, 129

mastery experiences (performance accomplishments)

, 93–94

psychological/emotional arousal

, 95

self-efficacy

, 92–93

self-reflection and agency

, 95–96

social/verbal persuasion

, 94–95

vicarious experiences

, 94

Social persuasion

, 94–95

Socioeconomic

, 20, 22, 61, 104, 260, 261, 269, 270, 272–273, 278

Sociopolitical

, 6, 9, 21, 23, 25

Special needs

, 8, 11, 14, 116, 145, 199, 219, 220, 235, 236, 237, 239, 255, 260, 264, 267, 268, 271, 272, 287, 292

Stakeholders

, 6, 10, 11, 13, 18, 104, 109, 110, 111, 114, 125, 126, 130, 143, 144, 154, 155, 160, 161, 163, 166, 167, 171, 184, 189, 217–258, 270, 299

culture

, 117, 118, 121, 124, 149, 162, 165, 173, 183, 185, 199, 203, 205, 300

parents and community

, 246–256

political

, 29, 43, 100, 109, 112, 116, 131, 185, 203, 204, 206, 210, 259

students

, 234–246

teachers

, 45–72, 185, 188, 218–234

Strengths and Weakness

, 154–156

Students’ perspectives

about change

, 234

leadership influences on students

, 243–244

lesson leaders learn from

, 245–246

student awareness of the need for change

, 240–242

students liked fast-paced change

, 242–243

students’ perceptions of enhanced student voice

, 244–245

support of students with special needs

, 235–240

Sustain

, 37, 134, 135, 215, 232

Sustainability

, 132, 169–172, 185, 232, 233, 261, 297, 299, 307, 309

of change

, 131–135

evidence and feedback

, 133–134

infrastructure and process

, 134

leadership

, 134–135

professional development

, 135

resources

, 134

visionaries

, 135

Task force

, 117, 122, 124, 125, 127, 130, 132, 135, 149, 162, 163, 165–166, 170, 251, 275, 280, 282, 283, 284, 287, 300, 301, 303, 306

creation

, 117

establishment

, 125

pre-planning

, 165–166

Teacher

as change agent

, 221–232

change as complex, difficult, and challenging

, 228–229

confidence in poor performing schools

, 38

empowerment of

, 69–70

leaders as

, 79

outcomes of change

, 231–232

perceptions of their leaders

, 226–227

as pivotal stakeholders

, 218–220

reactions to fast-paced change

, 229–230

resiliency

, 230–231

technological innovations in

, 72

as wonderful learners

, 48–58

Teacher change, Guskey’s model of

, 48–50, 219, 223

Teacher-leaders, roles for

, 66

Teachers’ perspectives

about change

, 224–226

lesson leaders learn from

, 232–234

Teachers’ philosophy

of teaching and change

, 218–220

Teaching behavior

, 60, 64, 92

Technology

, 9, 15–17, 17, 23, 27, 51, 72, 81, 114, 116, 134, 143, 199, 261, 280, 284

Teleological Theory

, 31

TIMMS test

, 12

Triadic reciprocal causation model

, 91, 107

Turnaround

, 36, 48, 110

change

, 35, 36, 48

leadership

, 74–75

Turnaround School

, 34–43

efficacy of

, 41

movement

, 34–41

Turnaround School Critique

, 41–43

Verbal persuasion

, 94–95

Vision

, 6, 34, 36, 70, 74, 76, 77, 79, 112, 116, 117, 121, 122, 123, 126, 135, 160–162, 173, 174, 184, 185, 191, 202, 209, 210, 217, 226, 227, 233, 252, 256, 269, 275, 276, 277, 297, 300, 304, 308

for change

, 116–117

and pre-planning

, 304–305

Wellbeing

educator

, 151, 187, 188, 257, 276, 306

students

, 6, 21, 37, 46, 50, 71, 117, 119, 219, 223, 267, 268, 289, 307

See also Resilience