Collective Vision

Igniting District and School Improvement

Nancy Gordon, Dianne Turner

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English

Rowman & Littlefield Publishers
01 October 2024

Decision theory: general; Educational strategies & policy; Organisation & management of education

Collective Vision: Igniting District and School Improvement describes a school district’s 10-year journey of transformation. It began with the creation of a district-wide shared vision, mission, and values, using an appreciative inquiry process that engaged all stakeholders in the school district, thus establishing shared ownership and responsibility for the outcomes. The book demonstrates how the power of a collective vision and collaborative inquiry across a system helps establish a district-wide culture of collective efficacy, resulting in improved outcomes. In the field of education promising practices are sometimes discarded before improvements can be observed and schools are often charged with the responsibility for improvement without being given enough support or guidance from the district.

This story describes how continuous inquiry and district support for promising practices led to significant improvement and transformation. The book serves as a practical guide that provides useful “lessons learned” and questions for self-reflection throughout. Educators at all levels of the system will be inspired to take action toward district and school improvement.

By: Nancy Gordon, Dianne Turner
Imprint: Rowman & Littlefield Publishers
Country of Publication: United States
Dimensions: Height: 229mm, Width: 150mm, Spine: 14mm
Weight: 367g
ISBN: 9781538195611
ISBN 10: 1538195615
Pages: 222
Publication Date: 01 October 2024
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

Foreward Acknowledgements Introduction Background SECTION ONE: The District as a Learning Organization Chapter One: Focus - Coherent District Vision Chapter Two: Focus - District Support for the Vision Chapter Three: Focus on Effective Governance Chapter Four: Focus on Learning and Continuous Improvement Chapter Five: Focus on Instructional Coherence Chapter Six: Focus on Evidence Informed Decision Making Chapter Seven: Focus on Continuous Professional Learning Chapter Eight: Focus on Leadership Learning Chapter Nine: Focus on Strong Working Relationships Chapter Ten: Focus on Sharing Our Learning Connections to Other Research SECTION TWO: School as a Learning Organizations SECTION THREE: Strong Learning Environments SECTION FOUR: A Summary of What Made a Difference SECTION FIVE: Full Circle - Where to Next? CONCLUSION APPENDIX A APPENDIX B REFERENCES

Nancy Gordon retired as assistant superintendent from the Delta School District. Her 42 years of experience teaching grades 1 through 10, championing inclusive education, and being a school principal and district director taught her to challenge and support learners at every level in the system to exceed expectations. Dianne Turner began her career as a high school science teacher, where she learned about the power of inquiry for student and teacher engagement. Before retirement, she served as chief educator with the British Columbia Ministry of Education, superintendent in the Delta School District, and principal and teacher with the Vancouver School District.

Reviews for Collective Vision: Igniting District and School Improvement

Nancy Gordon and Dianne Turner are well known for their progressive district change work, having successfully moved a Canadian school district from good to greater. School and district leaders interested inusing appreciative collective vision processes and highly informed professional learning practices will glean new insight from this new book. -- Linda Kaser, PhD, co-author of <i>Leading Through Spirals of Inquiry for Equity and Quality</i>, co-director, Networks of Inquiry and Indigenous Education, Transformative Education Leadership Program (UBC) The path to meaningful educational change is collective iterative inquiry. This insightful and practical book shows you how and provides compelling examples of what it can look like in action. -- Simon Breakspear, Adjunct Senior Lecturer, School of Education, UNSW, author of <i>Teaching Sprints: How Overloaded Educators Can Keep Getting Better</i>