Index

Note: Page numbers in italics refer to figures and tables.

• accountable listening, reflection and, 96–99
• The Adaptive School: A Sourcebook for Developing Collaborative Schools (Garmston and Wellman), 103
• adaptive solutions, 80–82. See also Humble Inquiry
• adult development. See also Drago-Severson; Kegan & Lahey
  • collective efficacy and, 46–47
  • research on, 47–48
  • school cultures and, 49–50
  • stages I and II, 48–49
• Arrien, Angeles, 206
• The Art of Listening (Fromm), 53
• authoring. See self authoring
• autonomy, 113. See also SCARF model
• avoidance, vii, 20

• Balancing Inquiry With Advocacy tool, 208
• Bandura, Albert, 42
• Best Care Employee Assistance Program, 140
• Block, Peter, 76
• Bricoleur Buddies, 202–203
• burnout, 119, 157, 158, 201, 205
• Burris, Darren, 21
• Bury My Heart in Conference Room B (Slap), 120
• butterfly effect, 148

• Calibrating Conversations, 23, 129. See also Dashboard of Options
• capacity, 31, 49–50. See also high-capacity learning
• Carse, John, 135
• certainty, 112–113. See also SCARF model
• certification requirements, 28–29
• Chadwick, Bob, 162. See also Chadwick Process
• Chadwick Process, 162–171. See also Dashboard of Options
• changes, making public, 139
• Cognitive Coaching. See also Dashboard of Options
  • core conversations of, 91–92
  • formative years of, 90–91
• cognitive shift, 91, 100–101
• coherence. See knowledge coherence
• collaborative professionalism, defined, viii
• collective efficacy. See also Dashboard of Options
  • accelerating, 196
  • adult development and, 46–47
  • belief, 1, 122
  • building, 9
  • cultures, 41–42, 204
  • conversations for, 53, 169
  • defined, 42, 47
  • demonstration of, 34
  • development of, 42–43
  • dispositions for, 100
  • feedback about, 9
  • leadership, 206
• Collective Teacher Efficacy, 64, 157, 167
  • Positive Deviance model and, 157–158. See also Dashboard of Options
  • student achievement and 42, 47, 64
  • self authoring and, 51
  • value of, 40–41
  • value-added, 48
  • voice, 34, 203
• collective reflection, 61
• Common Core State Standards (CCSS)
  • collaboration and, 21
  • debates about, 20–21
• competition, 30
• complexity, layered, 70
• Conflict to Consensus. See Chadwick Process; Dashboard of Options
• conflicts
  • nature of, 162–163
  • resolution process, 166–169
  • sources of, 164–165
• consensus
  • documenting, 169–171. See also Chadwick Process
  • use of term, 162
• consultant, use of term, 76
• contempt before investigation, 29
• conversation planning, 92–93
• Costa, Art, 25, 32–33, 203, 205. See also Cognitive Coaching
• culture, 112, 157, 193, 201–206
• culture of TELL, 79. See also Humble Inquiry
• curriculum
  • adoption of, 34
  • knowledge coherence in, 35–37

• Dashboard of Options, overview, 5–8, 9, 23–24
• debates on education, 19
• deep thought, 95–96
• deviance, positive, 150–158
• Dewey, John, xi, 70
• diagnosis, 116–117
• dispositions of the states of mind, 100–101, 102
• dissent, 117–118
• diversity, 119–120
• documentation, 169–171
• Drago-Severson, 47–52. See also Kegan & Lahey

• Edmonds, Ron, 200
• efficacy. See also collective efficacy
  • defined, 42
  • States of Mind, 100–102
• emotional containment, 45
• emotional-disturbance problems, 140
• employees. See teachers
• ethic of inquiry, 98–99
• An Everyone Culture (Kegan and Lahey), 201
• expectations, 179–180

• facts, 178–179
• fairness, 114, 121–122. See also SCARF model
• fear, barriers of, 30–31
• feedback, 52, 63, 133. See also Humble Inquiry; Stakeholder Centered Coaching
• feedforward, 138–139
• fidelity, 33–34
• Finland, teaching certification requirements in, 28
• fractal patterns, 4
• fragmented schools, 49–50
• Framed Directions, 7, 24. See also Dashboard of Options
• Framed Reflection, 7, 9, 23, 25. See also Dashboard of Options
• FRISK model, 176–183
• Fromm, Erich, 52–53

• Garmston, Bob, 90, 100, 103 See also Cognitive Coaching
• goal setting, 92–93
• Goldsmith, Marshall, 132. See also Stakeholder Centered Coaching
• grade-level grouping, 33
• Grossman, Aaron, 21–22
• grounding circle, 166. See also Chadwick Process

• handwriting instruction, 35
• Hargreaves, Andy, vii–ix, 18–20, 30
• Hattie, John, 42, 64, 157
• high-capacity learning, 31–33, 50
• holding environment, 44–45
• HOPE acronym, 206
• Humble Inquiry, 77–83, 84. See also Dashboard of Options
• Hunter, Madeline, 93–94

• improvement, 179–180
• infinite games, 135
• inquiry
  • ethic of, 98–99
  • Humble Inquiry, 77–83, 82, 84
• instrumental learners, 48–49
• interaction models, 116–117
• interindividual stage of adult development, 52–53
• Intervision process, 106–107
• involuntary leave, 190–192

• just cause, 176, 177

• Kegan & Lahey, 47–52, 201. See also Drago-Severson
• Klein, Gary, 65–66
• knowing–doing gap, 29–30
• knowing–doing–learning gap, 30–31, 50, 70, 147, 153
• knowledge coherence
  • agreeing and disagreeing, 201
  • collective efficacy and, 34
  • Common Core State Standards, 20
  • in curriculum design, 35–37
  • defined, 9, 15
  • in disciplines, 36
  • failure to develop, 19
  • lack of, 35
  • need for, 21–22
  • value of, 57
• knowledge legacies, 18–21, 34, 129, 157, 200–206. See also knowledge coherence
• Koch, Ed, 138

• layered complexity, 70
• learning
  • barriers to, 135–136, 139–140
  • process of, 200
• Learning Forward, 153
• learning scenarios
  • Chadwick Process, 171–173
  • Cognitive Coaching, 103–105
  • FRISK model, 183–184
  • Humble Inquiry, 84–86
  • Positive Deviance model, 158–160
  • reflective conversations, 71–72
  • SCARF model, 122–124
  • Stakeholder Centered Coaching, 141–143
• Liben, David and Meredith, 22
• Liberating Leadership (Lambert, Zimmerman, and Gardner), 49
• limited-capacity schools, 50
• Lipton, Laura, 103
• listening, 52–53, 68, 96
• low-capacity schools, 49–50

• meetings
  • as professional learning communities (PLCs), 42
  • stress and, 44
• mental simulation, 66
• Merrow, John, 157
• micro-skills, 207
• MOVE Process, 188–193

• National Staff Development Council, 153. See also Learning Forward
• Nyembwe, Bondo, 47

• observation tools, 73–74
• organizations, defined, 76
• outplacement services, 189–190

• paraphrasing, 96–98
• pattern recognition, 66
• pauses, thoughtful, 98
• perceived conflict, 163
• Perkins, David, 70
• Peterson, Dennis, 204
• planning conversations, 92–93
• Positive Deviance model, 150–158
• preconferences, 93
• Prescriptive Conversations, 7, 10, 24. See also Dashboard of Options
• professional collaboration, defined, 18
• professional conversations, defined, 2
• professional development
  • honesty and, 61–63
  • impact of, 30
• professional disposition, 100
• professional learning communities (PLCs), 42, 70

• question asking, 77–78

• Rabi, Isidor, 77–78
• reflection
  • accountable listening and, 96–99
  • cycles of, 69–71
  • defined, 63, 70
• reflection conversations, 94–95
• reflection-for-action, 67–68
• reflection-in-action, 65–67
• reflection-on-action, 64–65
• Reflective Conversations, 57, 61, 63–64. 69. See also Dashboard of Options
• Reflective Practice for Renewing Schools (York-Barr, Sommers and Ghere), 63–64
• relatedness, 113. See also SCARF model
• relationship traps, 82. See also Humble Inquiry
• Rock, David, 111
• Rowe, Mary Budd, 98

• Sandberg, Sheryl, 62–63
• Satir, Virginia, 43–44, 45
• SCARF model. See also Dashboard of Options
  • overview, 111–116
  • application of, 118–119
  • check-ins using, 117–118
• Schein, Edgar, 52, 76–77. See also Humble Inquiry
• Schön, Donald, 63, 66–67
• school culture, 76, 201, 204. See also collective efficacy
• self-authoring, 101
  • stage of adult development, 50–51
• self-transforming, 76, 101
  • stage of adult development, 50, 52–53
• Senge, Peter, 207
• silo effect, 2, 33
• Sinetar, Marsha, 202
• Slap, Stan, 120
• social learning theory, 42
• socializing learners, 48–49
• socioeconomic status (SES), 42
• special education, 35, 71, 84, 103, 187
• St. Francis of Assisi, 205
• Stafford, William, 203
• Stages of Concern, 208–209, 209
• Stakeholder Centered Coaching, 132–140. See also Dashboard of Options
• states of mind, 100–101, 102. See also efficacy
• status, 112. See also SCARF model
• Sternin, Jerry, 150–151. See also Positive Deviance model
• stress
  • barriers of, 43–46
  • categories of, 45
• student achievement, collective efficacy and, 64
• Student Achievement Through Staff Development (Joyce and Showers), 30
• success, limitations of, 135–136
• superintendents, 143–144

• teachers
  • confronting, 188–193
  • emotional-disturbance problems of, 140
  • isolation of, 1–2
  • needs of, 1
  • problem behaviors of, 176–183
• teaching certification requirements, 28–29
• Tell Me So I Can Hear You (Drago-Severson and Blum-DeStefano), 51
• telling trap, 79. See also Humble Inquiry
• termination, 192–193
• textbooks, 33–34
• thoughtful pauses, 98
• Transforming, 99. See also self-transforming
• 360-degree feedback process, 133. See also feedback
• transfers, 189

• virtuous cycles, 115
• visual anchors, 207
• Visual Thinking Strategies, 68
• voluntary leave, 190–192

• wait time strategy, 98
• Wellman, Bruce, 103, 130
• Wessling, Sarah Brown, 21
• What Got You Here Won’t Get You There (Goldsmith), 133
• What Works Clearinghouse [WWC], 22
• Working Styles Assessment, 120

• Yenawine, Philip, 68
• York-Barr, Jennifer, 73