Rowman & Littlefield Publishers
Pages: 162
•
Trim: 6½ x 9¼
978-1-4758-1453-8 • Hardback • June 2015 • $82.00 • (£63.00)
978-1-4758-1454-5 • Paperback • June 2015 • $42.00 • (£32.00)
978-1-4758-1455-2 • eBook • June 2015 • $38.00 • (£29.00)
William L. Fibkins is an author and consultant specializing in training teachers as advisors, reorganizing guidance programs for today’s world, and helping to implement intervention programs for troubled teens. He strongly advocates for programs that provide a “circle of wellness” for the entire school community, where any of its members—student, parent, teacher, administrator, or support staff—can find his or herself at-risk.
Contents
Preface
Introduction
Chapter 1: The Myths Behind Why Many School Reforms Fail
Chapter 2: The Missing Pieces Needed for Successful Reform
Chapter 3: The Negative Impact of Too Much reform on Teachers
Chapter 4: Providing Relief for Principals in Leading Reform
Chapter 5: How a Connection between Inside-Out and Outside-In Reform can Reform Schools
From Within
Chapter 6: The Personal and Professional Challenges for Change Agents When they Move on to a New Setting
Conclusion
References
About the Author
Building on a scholarly discussion of school change and his own experiences as a reform leader in two school/university partnerships in New York, Fibkins—a nationally recognized expert in the field of counseling and human development—believes that ‘the most important theme in this book is that both reformers and leaders in local schools have much to gain by becoming more aware of the contribution each group can offer to bring about needed reform.’ In his review of the educational system, the author examines why many school reforms end up in the reform graveyard and what can be done to fix the problem. He notes that today’s principals, often seen as chief promoters and marketers of the school’s brand, have little time to serve as instructional leaders. School reforms need an inside-out leader, a veteran teacher who is assigned to lead colleagues in the risky process of change. Project lead teachers, the author argues, must have the protection of a niche that enables them to be seen as an added resource and benefit for their school, administration, staff, students, and parents, but they also need to be ‘wary and on guard against the powerful persuasive role of outside-in reformers.’ This book presents models for reformers to succeed. Summing Up: Recommended. Upper-division undergraduates through professionals and practitioners.
— Choice Reviews
Dr. William Fibkins has provided an easy-to-read and non-biased resource on educational reform and the potential implications for all concerned. The author has accurately captured the practical and real-life environment where change is eminent and teachers should be regarded with high value. This book would be valuable (if not essential) for educators, principals and certainly teachers who could be, are or have been affected by reform. Furthermore, consultants and change agents would benefit from Dr Fibkins’ alternative reform model that promotes equality in reform.
— Dr. Gail Crossley-Craven, education consultant and counsellor, CC Education & Business Services, www.drcc.com.au
This is a message that has been long hidden from the public. It needs to be heard before a whole generation of children is harmed and before the massive flight of teachers from the profession becomes irreversible.
— Laurie Gabriel, director, Heal Our Schools
Bill Fibkins captures the boiling over frustration of teachers everywhere with his excellent roadmap to education reform. His call for "teacher leaders" to lead the way is a common sense solution to stop the endless cycle of reform failures. Fibkin's plan echoes the quality reforms of gurus like Deming - who revolutionized manufacturing by asking workers how to improve the manufacturing process. Unfortunately, school reform has failed, in large part, because teaching professionals have been inexplicably excluded from the decision making process. Fibkins' clarion call for teacher participation seeks to sensibly reform the reform movement by simply asking teachers how to improve their profession. It is about time.
— Debra Ciamacca