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Foreword ix
Introduction xi
Chapter 1 What Is an Adaptive School? 1
Learning From the New Sciences 2
The History of School Change 3
"Thing" and "Energy" Models of the World 5
Adaptive, Not Adapted 5
Schools Are Nonlinear Dynamical Systems 12
How Schools Become Adaptive 14
This Book Teaches New Songs
15
Chapter 2 The Importance of Professional Community 17
The Elements of Professional Community 18
Developing Teachers’ Professional Communities 22
Organizational Capacities for Adaptivity 23
The Languishing High School 23
Professional Capacities for Adaptivity 25
The Four "Hats" of Shared Leadership 27
Marshaling the Energy for Changing Schools 28
Simple Rules Govern Complex Behavior 29
The Four Group-Member Capabilities
31
Chapter 3 Developing Collaborative Norms 31
Promoting a Spirit of Inquiry 34
The Seven Norms of Collaboration 35
Acknowledge & Clarify 39
A brief statement in the listener’s own words 39
Metaphorically: a mirror 39
Summarize & Organize 39
A statement that offers themes or containers 39
Metaphorically: baskets or boxes 39
Shift Level of Abstraction 39
A statement that shifts the conversation to a higher or
lower level of abstraction 39
Metaphorically: an elevator or escalator 39
Working With Grace in a Culture of Advocacy 43
Developing Personal and Group Skills With the Seven
Norms of Collaboration 46
Contents vii
Chapter 4 Two Ways of Talking That Make a Difference for Student Learning 49
Conversation and Deliberation 50
The Path of Dialogue 51
The Path of Discussion 53
Professional Community 55
Chapter 5 Conducting Successful Meetings 59
Talking to Decide 59
The Four Success Structures 61
Conclusion 77
How to Use This Chapter 79
Design Matters 79
Chapter 6 Designing Time-Efficient and Effective Meetings 79
The Principles of Design 81
Drafting a Design 84
Agenda Formats 88
Posing Problems for Groups
To Work On 98
Chapter 7 The Confident and Skilled Facilitator 101
Facilitation Compared to Other Leadership Roles 101
The Four Currents of Facilitation Management 102
The Five Cs: The Qualities of a Good Facilitator 103
Facilitation Stages 105
The Role of the Citizen Facilitator in Small Groups 115
Developing Confi dence as a Facilitator 116
The Seven Habits of Ineffective Facilitators 117
Conclusion 118
Deep to Surface Structure 119
Chapter 8 Developing Groups 119
The Premises of Group Development 122
The Six Domains of Group Development 123
Assessing the Six Domains 125
A Systems Approach for Developing Groups 125
An Intervention Model 127
Nested Levels of Learning 127
The Indelible Importance of Identity 128
Changing Beliefs and Challenging Mental Models 130
Applying the Principles of Nested Learning 132
Five Special Capabilities: Where to Intervene 132
Group Development: Ways to Intervene 136
The Adaptive School viii
Chapter 9 Using Conflict as a Resource 139
What is Conflict? 139
Addressing the Sources of Conflict 140
Learning From Social Psychology 142
10 Energy Traps 144
How to Double Your CQ (Conflict
Quotient) 154
Chapter 10 Capacities for School Change 157
The Organizational Capacities for Adaptivity 158
The Professional Capacities for Adaptivity 162
A World of Both-And 167
Chapter 11 Community Doesn’t Just Happen 169
The Principles of Community 170
Widening Our View 174
Appendix
Appendix A Strategies: A Process Tool Kit for
Facilitators and Teams 177
Appendix B Norms Inventory - Rating Perceptions of Myself 363
Appendix C Norms Inventory - Rating Our Perceptions
of Our Group 367
Appendix D Personal Seven Norms Assessment 371
Appendix E Assessing Seven Norms of Collaborative
Work In a Key Work Setting 373
Appendix F The Responsibilities Dilemma of the Teacher-Facilitator Person 375
Appendix G Contracting for Facilitation Services 379
Appendix H The Facilitator’s Contracting Conversation 383
Appendix I Structuring Conversations About Data 385
Appendix J Engaging Others in Collecting and Reporting Data 389
Appendix K The Five Stages of Change 391
Appendix L Meeting Inventory 393
Appendix M Polarity Management:
Using Conflict as a Resource 395
References 401
Index 409
About the Authors 411
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