You Don't Have to Be Bad to Get Better
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Description
Take your school to the next level!
What are the attributes of strong instructional leaders? How are they able to effect changes in teaching practice that has remained virtually the same for decades? This practical guide is about school leadership, but with a laser-like focus on what it takes to develop, support, and sustain quality teaching in any school environment.
Grounded in research and over a decade of experience working in schools throughout the country, You Don’t Have to Be Bad to Get Better offers school leaders at every level the guidance, specific tools, and resources they need to increase teacher—and student—success. School leaders will develop:
• Strategies for transitioning from a culture of fear and criticism to a culture of learning
• The tools needed to hire, grow, and improve the quality of teachers under their leadership
• A blueprint for engaging teachers in their own professional growth
• A deep understanding of the role of district office personnel in improving both teaching and learning
Research shows that the most important factor in student learning is the quality of the teacher in the classroom. Bring out the best in your teachers through strong instructional leadership and watch student learning soar!
“I'm already thinking of how to incorporate what I've learned from the book into my practice and staff professional development!”
—Frank Chiki, Principal
Chamiza Elementary School, Albuquerque, NM
“McKay has developed a user-friendly guide to thinking about and assessing current practice in an effort to move everyone forward. This is a valuable text for study by collaborative teacher and administrator groups who are interested in improving their professional practice."
—Bernadette Cleland, Co-Founder
Teaching & Learning Solutions
Contents
Acknowledgments
Acknowledgments
About the Author
About the Author
Foreword
Foreword
Preface
- A Laser Like Focus
- Organization and Structure
- Practical and Useful Features
- Audience
- 1. Removing the Rose Colored Glasses
- The Rose Colored Glasses Phenomenon
- Red Flag Warnings
- Demonstrating Moral Courage
- Leading Change: Necessary Dispositions
- Perceptions about the Role of a School Leader
- Confidence in Self as an Instructional Leader
- A Growth Mindset
- Moral Courage
- Key Points about Removing the Rose Colored Glasses
- Putting Words into Action
- Reflecting on Your Current State
- Action Tools
- 2. No More Lake Wobegon: Creating a Culture of Learning
- The Effects of Well-Intended Fiction: “A Culture of Nice”
- The Changing Landscape
- The Leader’s Role: Essential Beliefs and Understandings
- Changing Beliefs: Practice Comes First!
- Drinking the Water
- Understanding About Learning
- A Presumption of Continuous Growth for All
- Setting the Stage: Defining Who We Are
- Capturing the School’s History
- Developing Core Beliefs and Commitments
- Developing Trust and Rapport
- Step Aside and Lead: Creating Opportunities for Learning
- Key Points about Creating a Culture of Learning
- Putting Words into Action
- Reflecting on Your Current State
- Action Tools
- 3. The Wisdom of Instructional Leadership: What Leaders Need to Know and Do
- Knowledge of Staff
- Understandings about Teaching and Learning
- What Is Good Teaching?
- How Good is Good Enough?
- How Does Learning Occur?
- What is Engagement in Learning?
- Skills of the Instructional Leader
- Collecting Evidence to Assess Teaching
- Engaging in Professional Conversations
- Skillful Questioning
- Productive Listening
- Providing Feedback
- Facilitating Professional Goal Setting
- Key Points about What Leaders Need to Know
- Putting Words into Action
- Reflecting on Your Current State
- Action Tools
- 4. The Wisdom of Instructional Practice: What Teachers Need to Know
- Playing a Guessing Game
- Guessing Games Replaced by Transparency
- Understandings about Teaching and Learning
- Putting Your Know-How into Action: A Cycle of Continuous Improvement and Growth
- Don’t Forget to Feed the Teachers!
- A Plan for Teacher Learning
- Key Points About What Teachers Need to Know
- Putting Words into Action
- Reflecting on Your Current State
- Action Tool
- 5. Promoting Teacher Learning: It’s All Talk!
- Powerful Conversations
- Setting the Stage
- Acknowledging the Leader’s Dual Role
- Making Intentions Clear
- Factors that Impact Conversations
- Rapport and Relationship with the Teacher
- The Developmental Level of the Teacher
- The School Culture
- The Data Collected about Teaching and Learning
- The Teacher’s Mindset
- The Skills of the Leader Facilitating the Conversation
- Leading Conversations: When, What and How
- When to Talk
- What to Talk About
- How to Talk
- Key Points about Promoting Teacher Learning
- Putting Words into Action
- Reflect on Your Current State
- Action Tool
- 6. Principals Can’t Lead Alone: The Role of the District Office
- Improving Instruction: Does the Central Office Matter?
- A Case in Point
- Increased Accountability for Leaders
- Creating a Culture for Professional Learning: A Case Study
- A Powerful First Impression
- A History of Principal Autonomy
- Getting the Right Members on the Team
- Learning for All Adults in the System
- Aligning School and District Goals and Priorities
- Teacher Evaluation a Tool for Teacher Learning
- Professional Development as the Fuel for the System
- Expanding Professional Learning Across the District
- Finding Time for Professional Learning
- Securing the Future of Leaders and the Professional Staff
- Key Points about the Role of the District Office
- Putting Words in Action
- Action Tool
- Reflect and Assess
References
References
Index
Index
Additional materials
Description
Take your school to the next level!
What are the attributes of strong instructional leaders? How are they able to effect changes in teaching practice that has remained virtually the same for decades? This practical guide is about school leadership, but with a laser-like focus on what it takes to develop, support, and sustain quality teaching in any school environment.
Grounded in research and over a decade of experience working in schools throughout the country, You Don’t Have to Be Bad to Get Better offers school leaders at every level the guidance, specific tools, and resources they need to increase teacher—and student—success. School leaders will develop:
• Strategies for transitioning from a culture of fear and criticism to a culture of learning
• The tools needed to hire, grow, and improve the quality of teachers under their leadership
• A blueprint for engaging teachers in their own professional growth
• A deep understanding of the role of district office personnel in improving both teaching and learning
Research shows that the most important factor in student learning is the quality of the teacher in the classroom. Bring out the best in your teachers through strong instructional leadership and watch student learning soar!
“I'm already thinking of how to incorporate what I've learned from the book into my practice and staff professional development!”
—Frank Chiki, Principal
Chamiza Elementary School, Albuquerque, NM
“McKay has developed a user-friendly guide to thinking about and assessing current practice in an effort to move everyone forward. This is a valuable text for study by collaborative teacher and administrator groups who are interested in improving their professional practice."
—Bernadette Cleland, Co-Founder
Teaching & Learning Solutions
Contents
Acknowledgments
Acknowledgments
About the Author
About the Author
Foreword
Foreword
Preface
- A Laser Like Focus
- Organization and Structure
- Practical and Useful Features
- Audience
- 1. Removing the Rose Colored Glasses
- The Rose Colored Glasses Phenomenon
- Red Flag Warnings
- Demonstrating Moral Courage
- Leading Change: Necessary Dispositions
- Perceptions about the Role of a School Leader
- Confidence in Self as an Instructional Leader
- A Growth Mindset
- Moral Courage
- Key Points about Removing the Rose Colored Glasses
- Putting Words into Action
- Reflecting on Your Current State
- Action Tools
- 2. No More Lake Wobegon: Creating a Culture of Learning
- The Effects of Well-Intended Fiction: “A Culture of Nice”
- The Changing Landscape
- The Leader’s Role: Essential Beliefs and Understandings
- Changing Beliefs: Practice Comes First!
- Drinking the Water
- Understanding About Learning
- A Presumption of Continuous Growth for All
- Setting the Stage: Defining Who We Are
- Capturing the School’s History
- Developing Core Beliefs and Commitments
- Developing Trust and Rapport
- Step Aside and Lead: Creating Opportunities for Learning
- Key Points about Creating a Culture of Learning
- Putting Words into Action
- Reflecting on Your Current State
- Action Tools
- 3. The Wisdom of Instructional Leadership: What Leaders Need to Know and Do
- Knowledge of Staff
- Understandings about Teaching and Learning
- What Is Good Teaching?
- How Good is Good Enough?
- How Does Learning Occur?
- What is Engagement in Learning?
- Skills of the Instructional Leader
- Collecting Evidence to Assess Teaching
- Engaging in Professional Conversations
- Skillful Questioning
- Productive Listening
- Providing Feedback
- Facilitating Professional Goal Setting
- Key Points about What Leaders Need to Know
- Putting Words into Action
- Reflecting on Your Current State
- Action Tools
- 4. The Wisdom of Instructional Practice: What Teachers Need to Know
- Playing a Guessing Game
- Guessing Games Replaced by Transparency
- Understandings about Teaching and Learning
- Putting Your Know-How into Action: A Cycle of Continuous Improvement and Growth
- Don’t Forget to Feed the Teachers!
- A Plan for Teacher Learning
- Key Points About What Teachers Need to Know
- Putting Words into Action
- Reflecting on Your Current State
- Action Tool
- 5. Promoting Teacher Learning: It’s All Talk!
- Powerful Conversations
- Setting the Stage
- Acknowledging the Leader’s Dual Role
- Making Intentions Clear
- Factors that Impact Conversations
- Rapport and Relationship with the Teacher
- The Developmental Level of the Teacher
- The School Culture
- The Data Collected about Teaching and Learning
- The Teacher’s Mindset
- The Skills of the Leader Facilitating the Conversation
- Leading Conversations: When, What and How
- When to Talk
- What to Talk About
- How to Talk
- Key Points about Promoting Teacher Learning
- Putting Words into Action
- Reflect on Your Current State
- Action Tool
- 6. Principals Can’t Lead Alone: The Role of the District Office
- Improving Instruction: Does the Central Office Matter?
- A Case in Point
- Increased Accountability for Leaders
- Creating a Culture for Professional Learning: A Case Study
- A Powerful First Impression
- A History of Principal Autonomy
- Getting the Right Members on the Team
- Learning for All Adults in the System
- Aligning School and District Goals and Priorities
- Teacher Evaluation a Tool for Teacher Learning
- Professional Development as the Fuel for the System
- Expanding Professional Learning Across the District
- Finding Time for Professional Learning
- Securing the Future of Leaders and the Professional Staff
- Key Points about the Role of the District Office
- Putting Words in Action
- Action Tool
- Reflect and Assess
References
References
Index
Index
Additional materials
Reviews
You Don't Have to Be Bad to Get Better
A Leader's Guide to Improving Teacher Quality
December 2012 | 152 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781452240879 | $37.95 |
| Lifetime | 01/02/2026 | 9781452290317 | $35.00 |
Take your school to the next level!
What are the attributes of strong instructional leaders? How are they able to effect changes in teaching practice that has remained virtually the same for decades? This practical guide is about school leadership, but with a laser-like focus on what it takes to develop, support, and sustain quality teaching in any school environment.
Grounded in research and over a decade of experience working in schools throughout the country, You Don’t Have to Be Bad to Get Better offers school leaders at every level the guidance, specific tools, and resources they need to increase teacher—and student—success. School leaders will develop:
• Strategies for transitioning from a culture of fear and criticism to a culture of learning
• The tools needed to hire, grow, and improve the quality of teachers under their leadership
• A blueprint for engaging teachers in their own professional growth
• A deep understanding of the role of district office personnel in improving both teaching and learning
Research shows that the most important factor in student learning is the quality of the teacher in the classroom. Bring out the best in your teachers through strong instructional leadership and watch student learning soar!
“I'm already thinking of how to incorporate what I've learned from the book into my practice and staff professional development!”
—Frank Chiki, Principal
Chamiza Elementary School, Albuquerque, NM
“McKay has developed a user-friendly guide to thinking about and assessing current practice in an effort to move everyone forward. This is a valuable text for study by collaborative teacher and administrator groups who are interested in improving their professional practice."
—Bernadette Cleland, Co-Founder
Teaching & Learning Solutions
Table Of Contents:
- Acknowledgments
- About the Author
- Foreword
- Preface
- A Laser Like Focus
- Organization and Structure
- Practical and Useful Features
- Audience
- 1. Removing the Rose Colored Glasses
- The Rose Colored Glasses Phenomenon
- Red Flag Warnings
- Demonstrating Moral Courage
- Leading Change: Necessary Dispositions
- Perceptions about the Role of a School Leader
- Confidence in Self as an Instructional Leader
- A Growth Mindset
- Moral Courage
- Key Points about Removing the Rose Colored Glasses
- Putting Words into Action
- Reflecting on Your Current State
- Action Tools
- 2. No More Lake Wobegon: Creating a Culture of Learning
- The Effects of Well-Intended Fiction: “A Culture of Nice”
- The Changing Landscape
- The Leader’s Role: Essential Beliefs and Understandings
- Changing Beliefs: Practice Comes First!
- Drinking the Water
- Understanding About Learning
- A Presumption of Continuous Growth for All
- Setting the Stage: Defining Who We Are
- Capturing the School’s History
- Developing Core Beliefs and Commitments
- Developing Trust and Rapport
- Step Aside and Lead: Creating Opportunities for Learning
- Key Points about Creating a Culture of Learning
- Putting Words into Action
- Reflecting on Your Current State
- Action Tools
- 3. The Wisdom of Instructional Leadership: What Leaders Need to Know and Do
- Knowledge of Staff
- Understandings about Teaching and Learning
- What Is Good Teaching?
- How Good is Good Enough?
- How Does Learning Occur?
- What is Engagement in Learning?
- Skills of the Instructional Leader
- Collecting Evidence to Assess Teaching
- Engaging in Professional Conversations
- Skillful Questioning
- Productive Listening
- Providing Feedback
- Facilitating Professional Goal Setting
- Key Points about What Leaders Need to Know
- Putting Words into Action
- Reflecting on Your Current State
- Action Tools
- 4. The Wisdom of Instructional Practice: What Teachers Need to Know
- Playing a Guessing Game
- Guessing Games Replaced by Transparency
- Understandings about Teaching and Learning
- Putting Your Know-How into Action: A Cycle of Continuous Improvement and Growth
- Don’t Forget to Feed the Teachers!
- A Plan for Teacher Learning
- Key Points About What Teachers Need to Know
- Putting Words into Action
- Reflecting on Your Current State
- Action Tool
- 5. Promoting Teacher Learning: It’s All Talk!
- Powerful Conversations
- Setting the Stage
- Acknowledging the Leader’s Dual Role
- Making Intentions Clear
- Factors that Impact Conversations
- Rapport and Relationship with the Teacher
- The Developmental Level of the Teacher
- The School Culture
- The Data Collected about Teaching and Learning
- The Teacher’s Mindset
- The Skills of the Leader Facilitating the Conversation
- Leading Conversations: When, What and How
- When to Talk
- What to Talk About
- How to Talk
- Key Points about Promoting Teacher Learning
- Putting Words into Action
- Reflect on Your Current State
- Action Tool
- 6. Principals Can’t Lead Alone: The Role of the District Office
- Improving Instruction: Does the Central Office Matter?
- A Case in Point
- Increased Accountability for Leaders
- Creating a Culture for Professional Learning: A Case Study
- A Powerful First Impression
- A History of Principal Autonomy
- Getting the Right Members on the Team
- Learning for All Adults in the System
- Aligning School and District Goals and Priorities
- Teacher Evaluation a Tool for Teacher Learning
- Professional Development as the Fuel for the System
- Expanding Professional Learning Across the District
- Finding Time for Professional Learning
- Securing the Future of Leaders and the Professional Staff
- Key Points about the Role of the District Office
- Putting Words in Action
- Action Tool
- Reflect and Assess
- References
- Index