A Teacher's Guide for Getting Serious About the System
Purchase
Description
Real change comes from teachers and administrators working together
It may take a village to raise a child, but it takes a community of educators to improve a school—a community that includes administrators and teachers in different, but equally important, roles. A district's changes can only show results once their improvements reach the classroom. At the same time, teachers need support from their districts to make their own changes have lasting impact.
In this brief companion book to Getting Serious About the System: A Fieldbook for District and School Leaders, you will get the background and see exactly where you as a teacher or other stakeholder fit in the process of implementing solutions system-wide. You'll also learn about
- The research behind the Working Systematically approach, which focuses on healthy organizational cultures, professional development, innovation, and accountability
- The goals of the approach, which include addressing components and competencies at all levels
- A five-phase process for implementing a systemic improvement plan at the district, school, and classroom levels
Teachers don't need another "quick fix" that gives a temporary boost to school performance—they need comprehensive guidance for making meaningful change that will last. Getting Serious About the System enables educators at all levels to work together, share leadership, and create a culture that values collaboration, continuous learning, and professional respect and trust.
Contents
SEDL’s Working Systemically Approach: A Process Grounded in Research
SEDL’s Working Systemically Approach: A Process Grounded in Research
The Working Systemically Approach: Levels, Components, and Competencies
- Levels of the System
- Components of the System
- Competencies for Working Systemically
The Working Systemically Approach in Action
The Working Systemically Approach in Action
Working Systemically Phases
- Phase I: Understanding Systemic Improvement
- Study the Approach
- Collect and Analyze Preliminary Data
- Present the Approach at the School Level
- Commit to Systemic Improvement
- Phase II: Analyzing the System
- Form the District and School Leadership Teams
- Begin the Comprehensive Needs Assessment
- Conduct a Gap Analysis (reference to System Examination Tool: Appendix 1)
- Begin the Process at the School Level
- Formulate Problem Statements
- Describe the Ideal State
- Review District Initiatives
- Continue the Process at the School Level
- Phase III: Planning Action
- Investigate Research-Based Practices
- Explore the Professional Teaching and Learning Cycle (PTLC)
- Review Progress Made to Date and Existing Plan
- Develop a District Improvement Plan (reference to Leadership Self-Assessment Tool: Appendix 2)
- Formalize and Communicate the District Plan
- Develop School Improvement Plans
- Phase IV: Taking Action and Monitoring Progress
- Implement and Monitor the Improvement Plans
- Provide Leadership for the Improvement Work
- Address Unique Challenges as They Arise
- Phase V: Assessing and Reflecting on Outcomes
- Analyze and Reflect on Evidence of Implementation and Impact
- Decide on a Focus for Continuing the Improvement Work
- Recognize Work, Progress, and Accomplishments
Getting Serious About the System: What It Takes
Getting Serious About the System: What It Takes
Additional materials
Description
Real change comes from teachers and administrators working together
It may take a village to raise a child, but it takes a community of educators to improve a school—a community that includes administrators and teachers in different, but equally important, roles. A district's changes can only show results once their improvements reach the classroom. At the same time, teachers need support from their districts to make their own changes have lasting impact.
In this brief companion book to Getting Serious About the System: A Fieldbook for District and School Leaders, you will get the background and see exactly where you as a teacher or other stakeholder fit in the process of implementing solutions system-wide. You'll also learn about
- The research behind the Working Systematically approach, which focuses on healthy organizational cultures, professional development, innovation, and accountability
- The goals of the approach, which include addressing components and competencies at all levels
- A five-phase process for implementing a systemic improvement plan at the district, school, and classroom levels
Teachers don't need another "quick fix" that gives a temporary boost to school performance—they need comprehensive guidance for making meaningful change that will last. Getting Serious About the System enables educators at all levels to work together, share leadership, and create a culture that values collaboration, continuous learning, and professional respect and trust.
Contents
SEDL’s Working Systemically Approach: A Process Grounded in Research
SEDL’s Working Systemically Approach: A Process Grounded in Research
The Working Systemically Approach: Levels, Components, and Competencies
- Levels of the System
- Components of the System
- Competencies for Working Systemically
The Working Systemically Approach in Action
The Working Systemically Approach in Action
Working Systemically Phases
- Phase I: Understanding Systemic Improvement
- Study the Approach
- Collect and Analyze Preliminary Data
- Present the Approach at the School Level
- Commit to Systemic Improvement
- Phase II: Analyzing the System
- Form the District and School Leadership Teams
- Begin the Comprehensive Needs Assessment
- Conduct a Gap Analysis (reference to System Examination Tool: Appendix 1)
- Begin the Process at the School Level
- Formulate Problem Statements
- Describe the Ideal State
- Review District Initiatives
- Continue the Process at the School Level
- Phase III: Planning Action
- Investigate Research-Based Practices
- Explore the Professional Teaching and Learning Cycle (PTLC)
- Review Progress Made to Date and Existing Plan
- Develop a District Improvement Plan (reference to Leadership Self-Assessment Tool: Appendix 2)
- Formalize and Communicate the District Plan
- Develop School Improvement Plans
- Phase IV: Taking Action and Monitoring Progress
- Implement and Monitor the Improvement Plans
- Provide Leadership for the Improvement Work
- Address Unique Challenges as They Arise
- Phase V: Assessing and Reflecting on Outcomes
- Analyze and Reflect on Evidence of Implementation and Impact
- Decide on a Focus for Continuing the Improvement Work
- Recognize Work, Progress, and Accomplishments
Getting Serious About the System: What It Takes
Getting Serious About the System: What It Takes
Additional materials
A Teacher's Guide for Getting Serious About the System
June 2012 | 96 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781452205120 | $23.95 |
| Lifetime | 01/02/2026 | 9781452283814 | $22.00 |
Real change comes from teachers and administrators working together
It may take a village to raise a child, but it takes a community of educators to improve a school—a community that includes administrators and teachers in different, but equally important, roles. A district's changes can only show results once their improvements reach the classroom. At the same time, teachers need support from their districts to make their own changes have lasting impact.
In this brief companion book to Getting Serious About the System: A Fieldbook for District and School Leaders, you will get the background and see exactly where you as a teacher or other stakeholder fit in the process of implementing solutions system-wide. You'll also learn about
- The research behind the Working Systematically approach, which focuses on healthy organizational cultures, professional development, innovation, and accountability
- The goals of the approach, which include addressing components and competencies at all levels
- A five-phase process for implementing a systemic improvement plan at the district, school, and classroom levels
Teachers don't need another "quick fix" that gives a temporary boost to school performance—they need comprehensive guidance for making meaningful change that will last. Getting Serious About the System enables educators at all levels to work together, share leadership, and create a culture that values collaboration, continuous learning, and professional respect and trust.
Table Of Contents:
- SEDL’s Working Systemically Approach: A Process Grounded in Research
- The Working Systemically Approach: Levels, Components, and Competencies
- Levels of the System
- Components of the System
- Competencies for Working Systemically
- The Working Systemically Approach in Action
- Working Systemically Phases
- Phase I: Understanding Systemic Improvement
- Study the Approach
- Collect and Analyze Preliminary Data
- Present the Approach at the School Level
- Commit to Systemic Improvement
- Phase II: Analyzing the System
- Form the District and School Leadership Teams
- Begin the Comprehensive Needs Assessment
- Conduct a Gap Analysis (reference to System Examination Tool: Appendix 1)
- Begin the Process at the School Level
- Formulate Problem Statements
- Describe the Ideal State
- Review District Initiatives
- Continue the Process at the School Level
- Phase III: Planning Action
- Investigate Research-Based Practices
- Explore the Professional Teaching and Learning Cycle (PTLC)
- Review Progress Made to Date and Existing Plan
- Develop a District Improvement Plan (reference to Leadership Self-Assessment Tool: Appendix 2)
- Formalize and Communicate the District Plan
- Develop School Improvement Plans
- Phase IV: Taking Action and Monitoring Progress
- Implement and Monitor the Improvement Plans
- Provide Leadership for the Improvement Work
- Address Unique Challenges as They Arise
- Phase V: Assessing and Reflecting on Outcomes
- Analyze and Reflect on Evidence of Implementation and Impact
- Decide on a Focus for Continuing the Improvement Work
- Recognize Work, Progress, and Accomplishments
- Getting Serious About the System: What It Takes