Facilitating Shared Success (Paperback)

Deb Page

/ ISBN 13: 9798893740257

Published by Solution Tree, 2025

Paperback. Make collaboration more than a buzzword--make it the engine for real school improvement. Grounded in Certified School Improvement Specialist standards, this guide helps educators lead with clarity, engage teams, and drive implementation. Built on decades of field experience and a systematic approach to collaborative inquiry, it helps educators move from fragmented efforts to shared success through capacity building and sustainable, student-centered change. K-12 administrative leaders can use this book to: Assess and prioritize school needs to identify improvement goals and action strategiesBuild committed teams in which all members recognize the value of their contributionsDevelop actionable plans with clearly detailed, delegated stepsEncourage both goal progress and team growth through effective monitoring tacticsCreate a sustainable, repeatable model for continued improvement on school goals Contents: Introduction Part 1: Systematic Processes Chapter 1: Standard 1--Analyze and Apply Critical Judgment Chapter 2: Standard 2--Facilitate Deriving Meaning and Engagement Chapter 3: Standard 3--Focus on Systemic Factors Chapter 4: Standard 4--Plan and Record Chapter 5: Standard 5--Organize and Manage Efforts and Resources Part 2: Systemic Perspectives Chapter 6: Standard 6--Guide and Focus Collaborative Improvement Chapter 7: Standard 7--Build Capacity Chapter 8: Standard 8--Demonstrate Organizational Sensitivity Chapter 9: Standard 9--Monitor Accountability and Adoption Chapter 10: Standard 10--Implement for Sustainability Epilogue References Index Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9798893740257

Synopsis:

Make collaboration more than a buzzword—make it the engine for real school improvement. Grounded in Certified School Improvement Specialist standards, this guide helps educators lead with clarity, engage teams, and drive implementation. Built on decades of field experience and a systematic approach to collaborative inquiry, it helps educators move from fragmented efforts to shared success through capacity building and sustainable, student-centered change.

K–12 administrative leaders can use this book to:

• Assess and prioritize school needs to identify improvement goals and action strategies
• Build committed teams in which all members recognize the value of their contributions
• Develop actionable plans with clearly detailed, delegated steps
• Encourage both goal progress and team growth through effective monitoring tactics
• Create a sustainable, repeatable model for continued improvement on school goals

Contents:
Introduction
Part 1: Systematic Processes
Chapter 1: Standard 1—Analyze and Apply Critical Judgment
Chapter 2: Standard 2—Facilitate Deriving Meaning and Engagement
Chapter 3: Standard 3—Focus on Systemic Factors
Chapter 4: Standard 4—Plan and Record
Chapter 5: Standard 5—Organize and Manage Efforts and Resources
Part 2: Systemic Perspectives
Chapter 6: Standard 6—Guide and Focus Collaborative Improvement
Chapter 7: Standard 7—Build Capacity
Chapter 8: Standard 8—Demonstrate Organizational Sensitivity
Chapter 9: Standard 9—Monitor Accountability and Adoption
Chapter 10: Standard 10—Implement for Sustainability
Epilogue
References
Index

About the Author:

Deb Page is owner and president of the Institute for Performance Improvement, LLC (TIFPIedu.org), which trains and certifies school-improvement specialists, performance-improvement specialists across all sectors, and adult development and performance support professionals. She is a former senior executive director of the Georgia Leadership Institute for School Improvement and senior vice president for Citibank. She began her career as a high school language arts teacher. Her purpose and passion are to develop professionals to facilitate learning and performance journeys for collaborative improvement, innovation, and implementation.
Her coauthored books include The School Improvement Specialist Field Guide, First Edition (2012) and Second Edition (2024). She has contributed chapters to Fundamentals of Performance Improvement (2012) and Improving Performance Through Learning (2019). She has published numerous Performance Improvement Journal articles.
Page holds a bachelor of science in education from the University of Georgia.

Judith Hale, PhD, CPT, CFT, AIM, is an IBSTPI Fellow and the president of Hale Associates. Since starting her firm in 1974, Dr. Hale has worked with the public and private sectors across all industries specializing in performance improvement, certification, and assessment. Her professional focus has been and continues to be on the development of performance-based and portfolio-based assessments.
Dr. Hale received a bachelor’s degree in communication from Ohio State University, a master’s degree in communication from Miami University, and a doctorate in instructional design from Purdue University. Her research was on controlling bias in competency studies.

Jean Quigg, EdD, is a performance improvement consultant. She also serves as national director of certification for the Institute for Performance Improvement and develops and teaches courses for educators about facilitation of collaborative and sustainable improvement. Dr. Quigg is a retired school system superintendent in Georgia, where she was an innovative and recognized leader for excellence in school improvement. As superintendent, she led the alignment of curriculum, instruction, and assessment; the implementation of standards-based instruction and grading; and the planning and implementation of a career academy. Dr. Quigg began her career as an educator in 1978 and has served as a teacher, reading specialist, assistant principal, principal, and assistant superintendent of curriculum and instruction for grades preK–12. Her experience includes working in rural, urban, and low- and high-performing schools.
Dr. Quigg received a bachelor’s degree in elementary education from the University of Georgia, a master’s degree in reading from the University of Georgia, a specialist degree in reading from Valdosta State University, and a doctorate in education mid-management from the University of Houston. She is a Certified School Improvement Specialist and is certified in instructional design. Her academic journey set the foundation for her deep commitment to teaching and leading for learning.

Kayla Duncan, EdD, is the coordinator of continuous improvement for Forsyth County Schools and a professor of human performance improvement at the University of West Georgia. With expertise in instructional design, professional learning, and systemic school improvement, she supports schools in developing sustainable, data-driven strategies that enhance student performance and educator effectiveness. Previously, she served as a professional learning specialist, where she designed and implemented strategic professional learning initiatives, led districtwide innovation efforts, and supported schools in building capacity for continuous improvement. Dr. Duncan began her career in the classroom, where she remains grounded in her practice. She has had the opportunity to support a diverse range of schools, including Title I schools, IB programs, and international schools. Her purpose in education is to empower and support teams to reach their goals, fostering collaborative and innovative approaches to improvement.
Dr. Duncan earned her doctor of education in school improvement from the University of West Georgia, with a concentration in learning, design, and technology. She holds an education specialist degree in learning, design, and technology from the University of Georgia, a master of arts in mathematics education from Western Governors University, and a bachelor of science in health and physical education from the University of Georgia.

Bibliographic Details

Title: Facilitating Shared Success (Paperback)
Publisher: Solution Tree
Publication Date: 2025
Binding: Paperback
Condition: new