Teamwork is crucial to the success of any business, and as acclaimed author and speaker Ron Clark illustrates, the members of any team are the key to unlocking success. Imagine a company as a bus filled with people who either help or hinder a team’s ability to move it forward: drivers (who steer the organization), runners (who consistently go above and beyond for the good of the organization), joggers (who do their jobs without pushing themselves), walkers (who are just getting pulled along), and riders (who hinder success and drag the team down). It’s the team leader’s job to recognize how members fall into these categories, encourage them to keep the “bus” moving by working together, and know when it’s time to kick the riders off.
In the tradition of Who Moved My Cheese? and Fish!, Move Your Bus is an accessible and uplifting business parable that illustrates Clark’s expert strategies to maximize the performance of each member of a team. These easy to implement techniques will inspire employees and team leaders alike to work harder and smarter and drive the organization to succeed.
The Essential 55 will be the perfect book for parents and teachers to slip into their own backpacks, to read on the train or at lunch, and to highlight the sections that resonate for them. And with an author who is truly a partner in getting his message to the masses, we just can't lose.
Digital leadership is a strategic mindset and set of behaviors that leverages resources to create a meaningful, transparent, and engaging school culture. It takes into account recent changes such as ubiquitous connectivity, open-source technology, mobile devices, and personalization to dramatically shift how schools have been run and structured for over a century. Leading in education becomes exponentially powerful when using technology to your advantage.
Eric Sheninger—“Principal Twitter”—shares his Pillars of Digital Leadership to help readers
The time is now, whether you are a building level or teacher leader, to boldly move schools forward in the digital age.
* "Culture-busting" strategies to help teachers adopt positive attitudes, outlooks, and behaviors;
* A framework for pinpointing the type of culture you have, the type that you want, and the actions you need to take to bridge the two;
* Tips for hiring, training, and retaining teachers who will actively work to improve your school's culture; and
* Instructions on how to create and implement a successful School Culture Rewiring Team.
Though often invisible to the naked eye, a school's culture influences everything that takes place under its roof. Whether your school is urban or rural, prosperous or struggling, School Culture Rewired is the ultimate guide to making sure that the culture in your school is guided first and foremost by what's best for your students.
“There is nothing as practical as a good theory, experts often say. Complex Instruction is surely one terrific theory, and Designing Groupwork is certainly one terrific book.”
—From the Foreword by Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University
“Hugely respectful, this book doesn’t simply tell educators what to do, but explains why and how their practice of groupwork can be both deeply educative and powerfully equitable.”
—Jeannie Oakes, director, Educational Opportunity and Scholarship, Ford Foundation, and Presidential Professor Emerita, UCLA
“Designing Groupwork has become a well-thumbed mainstay on teachers’ and teacher educators’ book shelves. The new edition updates a classic text for those who want both theory and practice on using this tool for daily lessons in diverse classrooms.”
—Larry Cuban, Professor Emeritus of Education, Stanford University
“One of the most useful and well-researched books on the topic. One of the best resources for teachers seeking to build communities of learners within their classroom walls. Designing Groupwork has earned its place in the library of anyone seeking to create high-achieving, equitable classrooms.”
—Horace (of second edition)
In this book, Susan E. Chase examines these contradictory experiences of power and subjection, drawing on interviews with professional women of various ethnic and racial backgrounds who head schools in rural, small-town, and urban districts across the United States. Chase focuses on the tension, implicit in the language these women use, between ostensibly gender- and race-neutral discourse about professional work and contentious, gendered, and racialized discourse about inequality. Through close analysis of their stories of success, she shows how these women have developed a range of narrative strategies for articulating and coping with their ambiguous empowerment.
Innovative in conception and interdisciplinary in approach, this study contributes to our understanding of how general social processes--the reproduction of culture, the construction of self-understandings--are embodied in the everyday practice of storytelling. It also invites us to listen in new ways to what professional women have to say about their lives.