Foreword
Acknowledgements
Preface
Section 1: Collaborative Leadership Explained /Defined
Chapter 1: Why Collaborative Leadership?
Chapter 2: What is “Teacher as Collaborative Leader?”
Chapter 3: What does “Teacher as Collaborative Leader” look
like?
Section 2: To Really Change
Chapter 4: Growth toward “Teacher as Collaborative Leader”
Chapter 5: Dispositions First!
Chapter 6: Decision Points
Chapter 7: Leaderful Actions
Chapter 8: 3 Leaderful Actions in 30 Days (3 in 30)
Section 3: Questions First
Chapter 9: Relevant Essential Questions
Chapter 10: 5 Relevant Essential Questions for Content Learning and
Nurturing Relationships
Chapter 11: Relevant Essential Question 1: Where are we going?
Chapter 12: Relevant Essential Question 2: Where are we at this
moment in time?
Chapter 13: Relevant Essential Question 3: How will we know how we
are doing?
Chapter 14: Relevant Essential Question 4: How do we get there?
Chapter 15: Relevant Essential Question 5: What have we
learned?
Section 4: Getting Concrete
Chapter 16: TCL Template with Explanations
Chapter 17: Template Examples
Chapter 18: Conclusion
Appendix
Mickey Kolis, author of Student Relevance Matters, draws upon his work with public school students, pre-service and professional teachers to talk about some Powerful Ideas that matter in teaching and learning. He would like to thank all the teachers who have shared their powerful ideas about what works in their classroom so that others can benefit from those hard won lessons!
As a classroom teacher, I have often felt alone, isolated, and
overwhelmed. After 12 years in education, I was searching to
re-charge my batteries and re-connect to my initial core-beliefs
and understandings about my content and my craft. Dr. Kolis' book
reaffirmed my basic concepts of teaching and learning by providing
a vivid, specific portrait of mastery-teaching and collaborative
leadership using clear, precise and concise language and terms. Not
only does this book define high-quality teaching and collaborative
leadership and set it as goals we should all strive for, it
provides the reader with a framework and process to achieve those
goals. This book invites educators to become part of the process of
revitalizing schooling on the personal, classroom, curricular,
building, district, state, and national levels.
*Heather Gaston, Florence, SC School District One 2010-2011 Teacher
of the Year*
[Rethinking Teaching] is an easy read that offers a wealth of
information on how to be a collaborative leader. It is filled with
ideas and stories that mesh into what educators must utilize to
best help our lifelong learners. Mickey Kolis emphasizes what we
have, what we need and what we will be able to offer in the future
(as collaborative leaders).
*Sonya Schug, BS in Elementary Education, MA in Teaching Special
Education*
It is no secret that relationships, communication and collaboration
with both students and colleagues are at the heart of successful
classrooms and schools. Rethinking Teaching: Teachers as
Collaborative Leaders in Making Learning Relevant has provided me
with the knowledge, skills and dispositions necessary for becoming
a collaborative leader in my building. This book attacks the
“systems problem” that we currently have in education by
encouraging educators to adopt 3 leaderful actions in 30 days to
promote incremental change. The “3 in 30” process has equipped me
with the blueprint to begin making changes that will positively
impact my students and my school.
*Derek Olson, Mathematics Teacher, Memorial High School, Eau
Claire, WI*
There are many books about becoming a leader. Dr. Kolis takes the
journey in a new direction by making explicit the dynamic between
knowing about leadership and acting in leaderful ways – putting
thought into action! He challenges us to reexamine what we ask
students to learn and why they should learn it using dispositional
lenses – and makes a convincing case that linking learning goals,
dispositions and human relationships through the lens of leaderful
actions can strengthen every facet of our practice. What makes this
book different, though, is the emphasis on pragmatic steps for
implementing the ideas to become more leaderful. Dr. Kolis provides
clear guides and tasks that are developed and tested with the very
audience that matters most – our students. If you read this book,
you will feel compelled to act – and your students will thank you
for it!
*Robert Hollon, Professor of Education, University of Wisconsin:
Eau Claire*
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