Now is the time to evolve from the existing model of schooling into one that is more innovative, relevant, effective, and successful. Leading the Evolution introduces a three-pronged approach to driving substantive change (called the evolutionary triad) that connects transformative educational leadership, student engagement, and teacher optimism around personalized competency-based education. Each chapter includes supporting research and theory, as well as clear direction and strategies for putting the evolutionary triad into practice.
Learn how and why to implement a personalized competency-based approach for academic achievement and student engagement:
- Understand the current state of education and why changing to a competency-based approach is imperative.
- Identify the instructional leadership behaviors that lead to the organizational and cultural shift necessary to transform the current education paradigm.
- Consider in detail all three points of the evolutionary triad: transformational instructional leadership, teacher optimism, and student engagement.
- Examine the central focus of the evolutionary triad: personalized, competency-based education.
- Explore educational leadership practices that support successfully implementing the evolutionary triad and learning competencies in schools.
Contents:
Introduction
Chapter 1: Foundations for Evolution
Chapter 2: The Transformational Instructional Leader
Chapter 3: The Optimistic Teacher
Chapter 4: The Engaged Student
Chapter 5: The High-Impact School
Epilogue
References and Resources
Index
Mike Ruyle, EdD, served as a teacher, athletic coach, and school leader for twenty-eight years in the San Francisco Bay Area and Bozeman, Montana. He led the creation and implementation of the first fully functional, performance-based school in Montana and is a recognized authority in the areas of social justice, educational equity, and mindfulness in schools. His leadership experience has made him a sought-after national and international presenter for numerous schools, districts, state agencies, and conferences.
Mike earned bachelor of arts degrees in history and English from the University of San Francisco, as well as master's and doctoral degrees in educational leadership from Montana State University.
To learn more about Mike's work, follow @MikeRuyle on Twitter.
Tamera Weir O'Neill, MS, is an assistant principal in Bozeman, Montana, and has previously served as an English teacher, instructional coach, and curriculum specialist. In addition to twenty years of classroom experience, Tamera also has extensive experience as a teacher leader in developing a personalized, competency-based model of education in an alternative school setting as well as expanding the system into the general setting. Her professional commitment is to promote the design and implementation of educational systems that customize learning experiences for every student.
Tamera holds a bachelor of arts degree in English from Montana State University and a master of science degree in curriculum and instruction from Western Governor's University.
Jeanie M. Iberlin, EdD, has thirty-three years of experience in the educational realm. She served twenty-one years as an administrator and has been honored as the Wyoming Assistant Superintendent of the Year for her leadership in the areas of formative assessment and standards-based grading, curriculum, and instruction. She also has extensive experience as a middle school principal and high school English teacher. Jeanie is an associate and professional development trainer for Marzano Research, leading administrators, instructional facilitators, teachers, and other staff members in dynamic presentations of curriculum, instruction, assessment, evaluation, and professional development. She is the author of Cultivating Mindfulness in the Classroom.
Michael D. Evans, EdD, serves as the assistant superintendent for curriculum and instruction for Monett R-1 School District in Monett, Missouri. He has more than twenty years of experience as a classroom teacher, school counselor, building-level leader, and district-level leader. Michael helped lead the transition to standards-based learning from the district level and has been a regular presenter at state leadership conferences.
Rebecca Midles is the executive director of performance-based systems at Mesa County Valley School District 51 in Grand Junction, Colorado. She has more than eighteen years in the field of competency-based learning, serving in the roles of teacher, site administrator, board member, district administrator, consultant, and parent. Rebecca started her work in Alaska and then continued to work with competency-based school districts all over the United States. She was the performance-based learning specialist at Lindsay Unified School District in California. Rebecca is dedicated to her vision that learners become leaders by developing a strong sense of self and the ability to advocate for their pursuits. She believes her role is to build and support systems that propel and enable the important work of student empowerment.
