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Many urban educators live in fear: of their schools being labeled failures, of increasingly punitive sanctions, of loss of respect and livelihood. This fear pervades the entire school community, affecting the physical, mental, and emotional well-being of its members.
The authors of this guide to transformation in urban schools are convinced that the key ingredient for school renewal is fearless leadership. Fearless leaders work in schools under-resourced and overburdened and serve disproportionately large numbers of children who live in poverty and face racism daily. They are ordinary educators committed to proving that demographics need not be destiny.
This inspirational yet practical book will help you bridge the divide that separates urban students from their birthright of a high-quality education. You will learn how to
* Adopt a leadership approach, consisting of affirmation, inspiration, and mediation (AIM), that will transform your school into a flourishing learning community.
* Build a leadership team of important stakeholders--including students--that is committed to improvement.
* Tap into the resources that already exist in your school and jettison institutional arrangements that prevent your school from becoming an enriching and creative community.
* Create supports that enable teachers to nurture their students' potential to meet high standards and become self-actualized learners.
Each chapter closes with reflections and activities that will help your leadership team produce its own roadmap for change.
Succeeding in the tough landscape of urban schools requires more than just passion and a sense of urgency; it requires real skills. Aim High, Achieve More provides insights gleaned from real-world experiences that will enable you to create a successful, vibrant learning environment.
- Sales Rank: #87558 in Books
- Brand: Brand: Association for Supervision n Curriculum Development
- Published on: 2012-08-07
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .50" w x 5.90" l, .50 pounds
- Binding: Paperback
- 142 pages
Features
- Used Book in Good Condition
From the Inside Flap
Many urban educators live in fear: of their schools being labeled failures, of increasingly punitive sanctions, of loss of respect and livelihood. This fear pervades the entire school community, affecting the physical, mental, and emotional well-being of its members.
The authors of this guide to transformation in urban schools are convinced that the key ingredient for school renewal is fearless leadership. Fearless leaders work in schools under-resourced and overburdened and serve disproportionately large numbers of children who live in poverty and face racism daily. They are ordinary educators committed to proving that demographics need not be destiny.
This inspirational yet practical book will help you bridge the divide that separates urban students from their birthright of a high-quality education. You will learn how to
* Adopt a leadership approach, consisting of affirmation, inspiration, and mediation (AIM), that will transform your school into a flourishing learning community.
* Build a leadership team of important stakeholders--including students--that is committed to improvement.
* Tap into the resources that already exist in your school and jettison institutional arrangements that prevent your school from becoming an enriching and creative community.
* Create supports that enable teachers to nurture their students' potential to meet high standards and become self-actualized learners.
Each chapter closes with reflections and activities that will help your leadership team produce its own roadmap for change.
Succeeding in the tough landscape of urban schools requires more than just passion and a sense of urgency; it requires real skills. Aim High, Achieve More provides insights gleaned from real-world experiences that will enable you to create a successful, vibrant learning environment.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Healing Through Fear to Fearlessness
By R. Michael Fisher
Jackson and McDermott, as the other reviews above indicate, have indeed created a masterful guide to urban school renewal, and much more, to transforming all schooling. I was not fully attracted to the emphasis on achievement the book cover implies, and getting high scores, because as a holistic-integral curriculum designer I think we often are obsessed with quantitative measures. The more I read this book, the more I loved the use of archetypes/metaphors like the "muse" and "architect," "soul friend," and others. There is a distinct feminine, womanist African-American worldview operating throughout the book and this project to improve schools that have suffered under the American policies of Zero Tolerance and No Child Left Behind for starters--all undergirded with pernicious classism and racism--the fall out of a late capitalism that continues unfettered, creating great disparity "gaps" on so many domains of social and economic life. These authors and the people they work with in urban education have come to say No More--we can change!
For school leaders (including indirectly, teachers, parents, allies) in a process of needing dramatic changes in their practices and the environments they create for learning and teaching, there is no clearer message in the book than facing reality and speaking out truths that need to be told. And amongst the many barriers that get in the way of doing this, Jackson and McDermott set their "pedagogy of confidence" on an important insight that ought not be ever forgot in transformation--that is, "Fear is a factor in deflating will, stifling vision, and deadening the spirit that enticed educators to go into the field in the first place" (p. 52).
Because of my own bent to work toward removing barriers in human and organizational change efforts, most of all, I loved that "fearless" is a primary configuration in the affective domain of motivation and power in their model. As the authors say, as an "antidote" to fear on the quest of renewal in schools to build a "revitalized culture of respect and trust" (p. 113). Fear (or better said, a "culture of fear') which so pervades American society, the educational systems in general, and urban-center schools in particular, is something these educators take seriously and apply organizational change theory and skills to, which is their expertise and yet all the time they open to the community of all players to contribute their unique interpretations and creativity--it is a relational paradigm. They speak from a lot of experience in these schools and partnering with them via their involvement in the National Urban Alliance for Effective Education, which sounds like a great organization. If I was a principal in a school in an urban center I'd be calling these folks up or looking at their website. If I was a parent/teacher in these schools I'd be handing out this book in large numbers to everyone in their community. If I was a student in an urban school struggling, I would study this book to learn how to empower students collectively to demand the changes this book admits are needed and has the research behind it to prove it is useful.
On the less positive side of their work, theory, thinking, and use of language, I would have much appreciated if they had better conceptualized fear itself, and then how that is related to conceptualizing "fearless" and "fearlessness" which they use regularly. They tend to a behavioralist-functionalist reading of these terms and concepts, which I find a bit reductionistic and over-simplified. Any liberational or emancipatory pedagogy has to attend to this more deeply than they have. I have written much on this (contact me if anyone is interested: rmfisher.88@frontier.com]. Granted they wanted the book short and a "how to"-- yet, I think it is still weak in this area and one feels like they use those terms merely for "branding" rather than "understanding" sometimes. I kept asking myself why they are using these extreme terms, which "fearless" is their most popular, other than just sticking with "confidence," or "love" which they use and "courage"--but much less often? What's so special about "fearless" that gives it their signature emphasis? I guess it is because these urban schools in America today are struggling under such extremes, be it poverty, racism, violence and a long legacy of unjust conditions for people of color in general in America. Extreme conditions need extreme counter-conditions and "fearless" for them is one they see as positive. However, there is lots of research and everyday experience in American society to see that a whole lot of people believe that being "fearless" is not the direction to go and is actually the problem of a lot of youth already who don't fear the law, authority, or a lot of schools systems don't fear the people enough, nor does government, etc., Jackson and McDermott don't address this problematic of their favorite term "fearless." And you'll find organizational guru's (very popular) like Tony Robbins declaring: "This idea that we're fearless is a lie. Courage requires that you're afraid but do it anyway." I am in favor of the Jackson and McDermott direction for culture change (from fear to fearlessness) in this society, and in all schools everywhere--however, we cannot deny the problem of using an approach based on "fearless" or "fearlessness"--not talking about it in the beginning of their book, or in their work as a whole, is going to turn a lot of readers off and perhaps even potential allies in their communities. I don't know, but I am putting out this cautionary to keep our awareness of all potential barriers--just like they want school principals to do the same in their often debilitated school organizations.
I like that Jackson and McDermott venture into changing culture profoundly, but they neglect to capitalize on the research and excellent writing on the culture of fear dynamics as well (my expertise), which would also have improved their ways of using the term "fear." They would have a better diagnosis for the interventions they offer with expanding their investigations in these more theoretical areas. That said, I know they well articulate many of the symptoms of a culture of fear in the book, e.g., the systems of punishment, surveillance, and mistrust where collaboration breaks down and it becomes a 'dog eat dog' kind of world of everyone blaming others for the problems of "failing" as school systems. This latter scenario leaves what I call a "victim dump"--and victims are blamed in the end--yet, a closer look at such a system shows everyone becomes a victim of Fear's Empire.
That said, it's heart warming for me as a researcher who goes through thousands of books and articles every year to see how authors use "fear" and "fearlessness." For one, they ought to (at least) have included reference to the organizational leadership guru, Margaret Wheatley, who has developed a careful nuanced conceptualization of "fearless" and "fearlessness" as essential strategies in change approaches to organizations today. I think these are critical concepts and realities in theories and philosophies of fearlessness that are useful. However, I appreciate the direction of Jackson and McDermott in this regard. I was not disappointed with their intent and that in their book Index there was the term "Fearlessness" with many entries. I saw that, and I knew this was a rare book in the field of Education. Highly recommended.
0 of 0 people found the following review helpful.
Meets the Mark
By Mairi
Succinctly, through provocations rather than recipes, this guide -- grounded in theorizing from years of diverse experiences -- both encourages and acts as a support for educators and leaders (broadly conceptualized) to re-vision learning and teaching. Critically written, the text weaves narratives from the two authors' many years working to transform education, with theoretical discussions and thought provoking, community building inquiries in ways that speak to students who are studying to teach, graduate students, as well as practitioners. Reading this book and thinking through the calls to action will certainly lead to a rethinking of many pedagogical approaches. Ultimately, the book delivers on its promises and is a must read for anyone who wants some tools and support for changing urban education.
0 of 0 people found the following review helpful.
Not just for urban schools. . .
By meriwalk
While this book was written as a "how to" for transforming urban schools, the rock solid suggestions for administrators and teacher leaders are excellent and would be useful in any school settings. Aim High is well written and clearly organized to make the content accessible for those looking for a new perspective on healing sick schools. This is more than just a book outlining vague generalities. You'll find specific ideas you can put into practice. Each chapter ends with reflection questions and suggested action steps, making it ideal as for a faculty wide book study. The authors clearly know what the inside of a classroom looks like and that makes all the difference.
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