Michael McDowell, EdD was a public school educator for eighteen years serving in the roles of classroom teacher, academic and athletic coach, school principal, assistant superintendent of personnel and instruction, and superintendent.  During his tenure as a superintendent, his school district received state and national accolades including the National Blue Ribbon Award which recognized their work for student performance and mental health and well-being in the midst of the COVID-19 pandemic by the U.S. Department of Education.Dr. McDowell serves on numerous boards, served as a college professor, and worked for non-profit organizations to enhance student learning around the world.  Over the course of his career, Dr. McDowell has authored bestselling books, created professional learning programs and workbooks, provided keynotes and workshops, and provided practical tools and resources for thousands of teachers and leaders on almost every continent around the world.  A prolific author and consultant, Dr. McDowell is recognized as one of the leading authorities on integrating innovative and impactful practices into schools. Offering keynotes and executive coaching to heads of school around the world, he partners with educational leaders to implement high leverage strategies that will enhance teaching and learning in classrooms, schools, and systems through his work with Hinge Education.

• ForewordPreface: Lead the LearningA Perspective From a Lead LearnerAuthor′s AcknowledgmentsAbout the AuthorChapter 1. Setting the StageAre We as Leaders Ready to Prepare All Learners for the 21st Century?The Driving Question: Are Our Decisions Leading the Learning?A New Leadership FocusEnsuring Clarity, Coherence, and Capacity: Crafting Improved Leadership SkillsConclusionReflection QuestionsActivitiesNext StepsChapter 2. Clarity: Strategic PlanningThree Questions That Ensure Clarity in Strategic PlanningConclusionReflection QuestionsActivitiesNext StepsResourceChapter 3. Coherence (Part I): Learning System InfrastructureSetting the Stage for CoherenceEstablish Progress and Proficiency ExpectationsEstablish Standardized and Customizable FeaturesCoherence: Bringing It All TogetherConclusionReflection QuestionsActivitiesNext StepsChapter 4. Coherence (Part II): Ensuring Inspired and Passionate Teachers in SchoolsLinking Learner-Centered Beliefs and BehaviorsUnmasking Beliefs and BehaviorsHiring and Developing Educators for ImpactConclusionReflection QuestionsActivitiesNext StepsChapter 5. Capacity: Community LearningBuilding Capacity Through Continuous ImprovementStandardized Success CriteriaCustomizable Organizational Routines for LearningConclusionReflection QuestionsActivitiesNext StepsChapter 6. Crafting: The Lead LearnerFacing Competing Beliefs in LearningLead Learner Practices That Move Learning ForwardEstablishing Common Agreements for LearningLeverage Protocols for DialogueModel Current Initiatives in Daily PracticeConclusionReflection QuestionsActivitiesNext StepsChapter 7. ConclusionMoving Beyond Stark DifferencesInfluencing EducatorsRecognizing the Rate of ChangeEpilogueReferencesAppendixSample Strategic PlansProtocolsSample Evaluation ToolsSample Unit PlanDemonstration ScenarioIndex

The enduring contribution of this book is in the guidance it provides leaders to recognize that they are part, an important part, but just a part, of a networked system.  As such, their decisions and actions send messages throughout the system about what is valued and what is not.  Take heed to McDowell’s advice and you’ll have a healthy, growth-producing system that will be the envy of those around you.  The work is possible, the information is available, and the results are clear.

Michael McDowell, EdD was a public school educator for eighteen years serving in the roles of classroom teacher, academic and athletic coach, school principal, assistant superintendent of personnel and instruction, and superintendent.  During his tenure as a superintendent, his school district received state and national accolades including the National Blue Ribbon Award which recognized their work for student performance and mental health and well-being in the midst of the COVID-19 pandemic by the U.S. Department of Education.Dr. McDowell serves on numerous boards, served as a college professor, and worked for non-profit organizations to enhance student learning around the world.  Over the course of his career, Dr. McDowell has authored bestselling books, created professional learning programs and workbooks, provided keynotes and workshops, and provided practical tools and resources for thousands of teachers and leaders on almost every continent around the world.  A prolific author and consultant, Dr. McDowell is recognized as one of the leading authorities on integrating innovative and impactful practices into schools. Offering keynotes and executive coaching to heads of school around the world, he partners with educational leaders to implement high leverage strategies that will enhance teaching and learning in classrooms, schools, and systems through his work with Hinge Education.

• ForewordPreface: Lead the LearningA Perspective From a Lead LearnerAuthor′s AcknowledgmentsAbout the AuthorChapter 1. Setting the StageAre We as Leaders Ready to Prepare All Learners for the 21st Century?The Driving Question: Are Our Decisions Leading the Learning?A New Leadership FocusEnsuring Clarity, Coherence, and Capacity: Crafting Improved Leadership SkillsConclusionReflection QuestionsActivitiesNext StepsChapter 2. Clarity: Strategic PlanningThree Questions That Ensure Clarity in Strategic PlanningConclusionReflection QuestionsActivitiesNext StepsResourceChapter 3. Coherence (Part I): Learning System InfrastructureSetting the Stage for CoherenceEstablish Progress and Proficiency ExpectationsEstablish Standardized and Customizable FeaturesCoherence: Bringing It All TogetherConclusionReflection QuestionsActivitiesNext StepsChapter 4. Coherence (Part II): Ensuring Inspired and Passionate Teachers in SchoolsLinking Learner-Centered Beliefs and BehaviorsUnmasking Beliefs and BehaviorsHiring and Developing Educators for ImpactConclusionReflection QuestionsActivitiesNext StepsChapter 5. Capacity: Community LearningBuilding Capacity Through Continuous ImprovementStandardized Success CriteriaCustomizable Organizational Routines for LearningConclusionReflection QuestionsActivitiesNext StepsChapter 6. Crafting: The Lead LearnerFacing Competing Beliefs in LearningLead Learner Practices That Move Learning ForwardEstablishing Common Agreements for LearningLeverage Protocols for DialogueModel Current Initiatives in Daily PracticeConclusionReflection QuestionsActivitiesNext StepsChapter 7. ConclusionMoving Beyond Stark DifferencesInfluencing EducatorsRecognizing the Rate of ChangeEpilogueReferencesAppendixSample Strategic PlansProtocolsSample Evaluation ToolsSample Unit PlanDemonstration ScenarioIndex

The enduring contribution of this book is in the guidance it provides leaders to recognize that they are part, an important part, but just a part, of a networked system.  As such, their decisions and actions send messages throughout the system about what is valued and what is not.  Take heed to McDowell’s advice and you’ll have a healthy, growth-producing system that will be the envy of those around you.  The work is possible, the information is available, and the results are clear.

Michael McDowell, EdD was a public school educator for eighteen years serving in the roles of classroom teacher, academic and athletic coach, school principal, assistant superintendent of personnel and instruction, and superintendent.  During his tenure as a superintendent, his school district received state and national accolades including the National Blue Ribbon Award which recognized their work for student performance and mental health and well-being in the midst of the COVID-19 pandemic by the U.S. Department of Education.Dr. McDowell serves on numerous boards, served as a college professor, and worked for non-profit organizations to enhance student learning around the world.  Over the course of his career, Dr. McDowell has authored bestselling books, created professional learning programs and workbooks, provided keynotes and workshops, and provided practical tools and resources for thousands of teachers and leaders on almost every continent around the world.  A prolific author and consultant, Dr. McDowell is recognized as one of the leading authorities on integrating innovative and impactful practices into schools. Offering keynotes and executive coaching to heads of school around the world, he partners with educational leaders to implement high leverage strategies that will enhance teaching and learning in classrooms, schools, and systems through his work with Hinge Education.

• ForewordPreface: Lead the LearningA Perspective From a Lead LearnerAuthor′s AcknowledgmentsAbout the AuthorChapter 1. Setting the StageAre We as Leaders Ready to Prepare All Learners for the 21st Century?The Driving Question: Are Our Decisions Leading the Learning?A New Leadership FocusEnsuring Clarity, Coherence, and Capacity: Crafting Improved Leadership SkillsConclusionReflection QuestionsActivitiesNext StepsChapter 2. Clarity: Strategic PlanningThree Questions That Ensure Clarity in Strategic PlanningConclusionReflection QuestionsActivitiesNext StepsResourceChapter 3. Coherence (Part I): Learning System InfrastructureSetting the Stage for CoherenceEstablish Progress and Proficiency ExpectationsEstablish Standardized and Customizable FeaturesCoherence: Bringing It All TogetherConclusionReflection QuestionsActivitiesNext StepsChapter 4. Coherence (Part II): Ensuring Inspired and Passionate Teachers in SchoolsLinking Learner-Centered Beliefs and BehaviorsUnmasking Beliefs and BehaviorsHiring and Developing Educators for ImpactConclusionReflection QuestionsActivitiesNext StepsChapter 5. Capacity: Community LearningBuilding Capacity Through Continuous ImprovementStandardized Success CriteriaCustomizable Organizational Routines for LearningConclusionReflection QuestionsActivitiesNext StepsChapter 6. Crafting: The Lead LearnerFacing Competing Beliefs in LearningLead Learner Practices That Move Learning ForwardEstablishing Common Agreements for LearningLeverage Protocols for DialogueModel Current Initiatives in Daily PracticeConclusionReflection QuestionsActivitiesNext StepsChapter 7. ConclusionMoving Beyond Stark DifferencesInfluencing EducatorsRecognizing the Rate of ChangeEpilogueReferencesAppendixSample Strategic PlansProtocolsSample Evaluation ToolsSample Unit PlanDemonstration ScenarioIndex

The enduring contribution of this book is in the guidance it provides leaders to recognize that they are part, an important part, but just a part, of a networked system.  As such, their decisions and actions send messages throughout the system about what is valued and what is not.  Take heed to McDowell’s advice and you’ll have a healthy, growth-producing system that will be the envy of those around you.  The work is possible, the information is available, and the results are clear.