Dr. Sharon D. Kruse is Academic Director and Professor at Washington State University- Vancouver. Her scholarship broadly addresses two concerns, (1) to help teachers and school leaders better understand the key role leadership plays in schools and (2) to explore how education is currently structured and influenced by social and organizational complexity. Kruse’s work focuses on understanding how schools can be better places for the children who attend them and the teachers who work in them. By focusing on the ways issues are framed, decisions are made and problems are identified she seeks to understand how schools can better educate and meet the needs of students. Kruse has served as a project level evaluator for six Teaching American Historygrants, and PI for evaluation of the Ohio Department of Education Supplemental Educational Services program. Kruse’s expertise in qualitative methods, developing interview and focus group protocols, data collection and analysis tools and interpretation contributes to the growing body of knowledge concerning organizational practices and outcome measures. Her recent publications include Building Strong School Cultures (with Karen Seashore Louis, 2009), Decision making for educational leaders: Under-examined dimensions and issues (with Bob L. Johnson Jr. 2009). She co-edits the Journal of Research on Leadership Education with Gordon Gates.WSU link: https://education.wsu.edu/sharon-kruse/ Karen Seashore Louis is the Rodney Wallace Professor of Educational Policy and Administration at the University of Minnesota–Twin Cities. Her area of expertise includes improvement in K–12 leadership and policy over the last 30 years, particularly in urban secondary schools. Louis also conducts research on organizational changes within higher education, with particular attention to faculty roles, and on international comparative policy in educational reform. A past president of Division A of the American Educational Research Association (AERA), she is a widely published author in the field. Recent books include Organizing for School Change, Leadership for Change and School Improvement: International Perspectives, Handbook of Educational Administration, Second Edition, and Organizational Learning in Schools. Louis earned a bachelor′s degree in History from Swarthmore College and a doctorate in sociology from Columbia University.

"An important companion to current research and good thinking about change. This book presents ideas, research, and great questions not often found in how-to manuals on school change."

• Series Foreword by E. Joseph Schneider and Willis D. HawleyAcknowledgmentsAbout the Authors1. Changing School Culture: An Introduction and OverviewSchool Cultures: Stable and Fluid or Stable and FragileIntroducing PCOLT: Professional Community, Organizational Learning, and TrustIntensified Leadership: An IntroductionIntensification and Beyond "Quick Fixes"Summary and Overview of the BookRecommended Readings and Culture Activities2. Principals as Cultural Change AgentsCultures and Subcultures in SchoolsManagement and LeadershipPaths to Cultural Management and LeadershipConclusionAdditional Readings and Activities for Getting Started3. Diagnosing Your School Culture: Understanding Where You AreThe Basics of Cultural DiagnosisDiagnosing Your School CultureDiagnosis and Intensified Leadership for Cultural ChangeCulture Resources and Activities4. Linking Leadership and School CultureLeadership and Decision MakingIntensifying Leadership at Your SchoolIntensifying Leadership by Building PCOLTVigilance and Strong School CulturesConclusionReflections and Activities for Developing School Culture5. Networks, Networking, and Cultural ChangeWebs and NetsThinking About NetworksCautionsNext StepsReflections and Goal-Setting Activities6. Intensifying Leadership Through Partnerships With DistrictsThinking About District-School RelationshipsRethinking Organizational Structures and CulturesInfluencing District-School RelationshipsMoving ForwardConclusionReflections and Activities7. Schools and Communities: Working With the Enduring Dilemmas of Time and AccountabilityStudent Learning and Development: A FoundationSchools as Agencies for DemocracySocial Capital and Civic CapacitySchools as Moral AgenciesConclusionWeb Resources, Activities, and Reflections8. Bringing It All Together: Concluding Themes and ThoughtsThe Art of BalanceImplications for Action and GrowthA PCOLT Planning GuideReferencesIndex

Dr. Sharon D. Kruse is Academic Director and Professor at Washington State University- Vancouver. Her scholarship broadly addresses two concerns, (1) to help teachers and school leaders better understand the key role leadership plays in schools and (2) to explore how education is currently structured and influenced by social and organizational complexity. Kruse’s work focuses on understanding how schools can be better places for the children who attend them and the teachers who work in them. By focusing on the ways issues are framed, decisions are made and problems are identified she seeks to understand how schools can better educate and meet the needs of students. Kruse has served as a project level evaluator for six Teaching American Historygrants, and PI for evaluation of the Ohio Department of Education Supplemental Educational Services program. Kruse’s expertise in qualitative methods, developing interview and focus group protocols, data collection and analysis tools and interpretation contributes to the growing body of knowledge concerning organizational practices and outcome measures. Her recent publications include Building Strong School Cultures (with Karen Seashore Louis, 2009), Decision making for educational leaders: Under-examined dimensions and issues (with Bob L. Johnson Jr. 2009). She co-edits the Journal of Research on Leadership Education with Gordon Gates.WSU link: https://education.wsu.edu/sharon-kruse/ Karen Seashore Louis is the Rodney Wallace Professor of Educational Policy and Administration at the University of Minnesota–Twin Cities. Her area of expertise includes improvement in K–12 leadership and policy over the last 30 years, particularly in urban secondary schools. Louis also conducts research on organizational changes within higher education, with particular attention to faculty roles, and on international comparative policy in educational reform. A past president of Division A of the American Educational Research Association (AERA), she is a widely published author in the field. Recent books include Organizing for School Change, Leadership for Change and School Improvement: International Perspectives, Handbook of Educational Administration, Second Edition, and Organizational Learning in Schools. Louis earned a bachelor′s degree in History from Swarthmore College and a doctorate in sociology from Columbia University.

"An important companion to current research and good thinking about change. This book presents ideas, research, and great questions not often found in how-to manuals on school change."

• Series Foreword by E. Joseph Schneider and Willis D. HawleyAcknowledgmentsAbout the Authors1. Changing School Culture: An Introduction and OverviewSchool Cultures: Stable and Fluid or Stable and FragileIntroducing PCOLT: Professional Community, Organizational Learning, and TrustIntensified Leadership: An IntroductionIntensification and Beyond "Quick Fixes"Summary and Overview of the BookRecommended Readings and Culture Activities2. Principals as Cultural Change AgentsCultures and Subcultures in SchoolsManagement and LeadershipPaths to Cultural Management and LeadershipConclusionAdditional Readings and Activities for Getting Started3. Diagnosing Your School Culture: Understanding Where You AreThe Basics of Cultural DiagnosisDiagnosing Your School CultureDiagnosis and Intensified Leadership for Cultural ChangeCulture Resources and Activities4. Linking Leadership and School CultureLeadership and Decision MakingIntensifying Leadership at Your SchoolIntensifying Leadership by Building PCOLTVigilance and Strong School CulturesConclusionReflections and Activities for Developing School Culture5. Networks, Networking, and Cultural ChangeWebs and NetsThinking About NetworksCautionsNext StepsReflections and Goal-Setting Activities6. Intensifying Leadership Through Partnerships With DistrictsThinking About District-School RelationshipsRethinking Organizational Structures and CulturesInfluencing District-School RelationshipsMoving ForwardConclusionReflections and Activities7. Schools and Communities: Working With the Enduring Dilemmas of Time and AccountabilityStudent Learning and Development: A FoundationSchools as Agencies for DemocracySocial Capital and Civic CapacitySchools as Moral AgenciesConclusionWeb Resources, Activities, and Reflections8. Bringing It All Together: Concluding Themes and ThoughtsThe Art of BalanceImplications for Action and GrowthA PCOLT Planning GuideReferencesIndex

Dr. Sharon D. Kruse is Academic Director and Professor at Washington State University- Vancouver. Her scholarship broadly addresses two concerns, (1) to help teachers and school leaders better understand the key role leadership plays in schools and (2) to explore how education is currently structured and influenced by social and organizational complexity. Kruse’s work focuses on understanding how schools can be better places for the children who attend them and the teachers who work in them. By focusing on the ways issues are framed, decisions are made and problems are identified she seeks to understand how schools can better educate and meet the needs of students. Kruse has served as a project level evaluator for six Teaching American Historygrants, and PI for evaluation of the Ohio Department of Education Supplemental Educational Services program. Kruse’s expertise in qualitative methods, developing interview and focus group protocols, data collection and analysis tools and interpretation contributes to the growing body of knowledge concerning organizational practices and outcome measures. Her recent publications include Building Strong School Cultures (with Karen Seashore Louis, 2009), Decision making for educational leaders: Under-examined dimensions and issues (with Bob L. Johnson Jr. 2009). She co-edits the Journal of Research on Leadership Education with Gordon Gates.WSU link: https://education.wsu.edu/sharon-kruse/ Karen Seashore Louis is the Rodney Wallace Professor of Educational Policy and Administration at the University of Minnesota–Twin Cities. Her area of expertise includes improvement in K–12 leadership and policy over the last 30 years, particularly in urban secondary schools. Louis also conducts research on organizational changes within higher education, with particular attention to faculty roles, and on international comparative policy in educational reform. A past president of Division A of the American Educational Research Association (AERA), she is a widely published author in the field. Recent books include Organizing for School Change, Leadership for Change and School Improvement: International Perspectives, Handbook of Educational Administration, Second Edition, and Organizational Learning in Schools. Louis earned a bachelor′s degree in History from Swarthmore College and a doctorate in sociology from Columbia University.

"An important companion to current research and good thinking about change. This book presents ideas, research, and great questions not often found in how-to manuals on school change."

• Series Foreword by E. Joseph Schneider and Willis D. HawleyAcknowledgmentsAbout the Authors1. Changing School Culture: An Introduction and OverviewSchool Cultures: Stable and Fluid or Stable and FragileIntroducing PCOLT: Professional Community, Organizational Learning, and TrustIntensified Leadership: An IntroductionIntensification and Beyond "Quick Fixes"Summary and Overview of the BookRecommended Readings and Culture Activities2. Principals as Cultural Change AgentsCultures and Subcultures in SchoolsManagement and LeadershipPaths to Cultural Management and LeadershipConclusionAdditional Readings and Activities for Getting Started3. Diagnosing Your School Culture: Understanding Where You AreThe Basics of Cultural DiagnosisDiagnosing Your School CultureDiagnosis and Intensified Leadership for Cultural ChangeCulture Resources and Activities4. Linking Leadership and School CultureLeadership and Decision MakingIntensifying Leadership at Your SchoolIntensifying Leadership by Building PCOLTVigilance and Strong School CulturesConclusionReflections and Activities for Developing School Culture5. Networks, Networking, and Cultural ChangeWebs and NetsThinking About NetworksCautionsNext StepsReflections and Goal-Setting Activities6. Intensifying Leadership Through Partnerships With DistrictsThinking About District-School RelationshipsRethinking Organizational Structures and CulturesInfluencing District-School RelationshipsMoving ForwardConclusionReflections and Activities7. Schools and Communities: Working With the Enduring Dilemmas of Time and AccountabilityStudent Learning and Development: A FoundationSchools as Agencies for DemocracySocial Capital and Civic CapacitySchools as Moral AgenciesConclusionWeb Resources, Activities, and Reflections8. Bringing It All Together: Concluding Themes and ThoughtsThe Art of BalanceImplications for Action and GrowthA PCOLT Planning GuideReferencesIndex