Lead Collectively

From Belief to Action to Impact
1. Auflage 2025
ISBN: 978-1-0719-8211-2
Verlag: Sage Publications

Buch, Englisch, 248 Seiten, Format (B × H): 179 mm x 266 mm, Gewicht: 508 g

A new way to think together, work together, and impact students… together.

Despite regular meetings and planning sessions, collective leader efficacy often remains an untapped resource, leaving leadership teams working in silos and increasing the challenge of creating environments where every student and adult can thrive. Lead Collectively bridges this gap by providing a comprehensive framework for shared understanding, joint work, and evidence-based decision-making to strengthen leadership teams and amplify their impact on teaching and learning.

Drawing on decades of leadership experience and research, authors Peter M. DeWitt and Michael Nelson offer actionable tools, protocols, and insights to help educational leaders foster trust, coherence, and accountability. Additional features include:

- A step-by-step Collaborative Inquiry Cycle to guide leadership teams from identifying problems of practice to tracking measurable results

- Guidance on integrating AI tools to analyze data, assess impact, and enhance collaboration

- Case studies and real-world stories illustrating how schools and districts have transformed their leadership practices through collective efficacy

More than a guide, Lead Collectively is an invitation for leaders to foster collaboration to achieve meaningful, lasting change. Whether you’re leading at the school or district level, this book equips you with the tools to grow as a leader and drive measurable improvement for your students and educators.

Autoren/Hrsg.

DeWitt, Peter M.

Nelson, Michael

Inhaltsverzeichnis

Foreword
Acknowledgments
About the Authors
INTRODUCTION
WHERE DO WE GO FROM HERE?
WHAT IS COLLECTIVE LEADER EFFICACY?
OUR EXPERIENCE
INTRODUCTORY SURVEY
Part I: LEADERSHIP FOUNDATION
Chapter 1: HOW ARE YOUR PRIORITIES FOCUSED ON STUDENT OUTCOMES?
DOOR #1: DEVELOPING YOUR BELIEFS, VALUES, AND VISION
DOOR #2: DEVELOPING YOUR OWN SET OF LEADERSHIP LESSONS
DOOR #3: KEEPING STUDENTS AT THE CORE
CHAPTER SUMMARY
TEAM ACTIVITIES
Chapter 2: UNDERSTANDING COLLECTIVE LEADER EFFICACY
LEADING PROACTIVELY
COLLECTIVE LEADER EFFICACY
KEY DIFFERENCES BETWEEN COLLECTIVE TEACHER EFFICACY AND COLLECTIVE LEADER EFFICACY
EXPERIENCES THAT IMPACT EFFICACY
WHY AFFECTIVE STATES MATTER
CHAPTER SUMMARY
TEAM ACTIVITIES
Part II: SHARED UNDERSTANDING
Chapter 3: BUILDING SHARED UNDERSTANDING
MISSED OPPORTUNITIES
SHARED UNDERSTANDING, NOT JUST SHARED LANGUAGE
DEVELOPING A SHARED UNDERSTANDING
CHAPTER SUMMARY
TEAM ACTIVITIES
Chapter 4: SHARED UNDERSTANDING IN ACTION
BUILDING SHARED UNDERSTANDING: A LEADERSHIP STORY FROM THE FIELD
THE COLLABORATIVE INQUIRY CYCLE PLACEMAT
BEGINNING WITH STUDENT OUTCOMES
EXPLAINING STUDENT OUTCOMES
USING EXAMPLES AND NONEXAMPLES TO DEVELOP TRUST, CLARITY, AND COHERENCE
CHAPTER SUMMARY
TEAM ACTIVITIES
Part III: JOINT WORK
Chapter 5: UNDERSTANDING JOINT WORK
PERSONAL
PROFESSIONAL
CLIMATE AND CULTURE
DEVELOPING JOINT WORK
COMPONENTS OF JOINT WORK
CHAPTER SUMMARY
TEAM ACTIVITIES
Chapter 6: JOINT WORK IN ACTION
ESTABLISHING THE CULTURE FOR JOINT WORK
ESTABLISHING A NETWORK OF LEADERS FOR JOINT WORK
WHAT DOES JOINT WORK LOOK LIKE?
ESTABLISHING SYSTEMS TO INVOLVE ALL STAKEHOLDERS IN JOINT WORK
REVISITING THE COLLABORATIVE INQUIRY CYCLE PLACEMAT
THEORY OF ACTION
CHAPTER SUMMARY
TEAM ACTIVITIES
Part IV: EVIDENCE OF IMPACT
Chapter 7: WHAT IS EVIDENCE OF IMPACT?
ONE PRIORITY, MULTIPLE MEASURES
DATA AND EVIDENCE: ONE CAN’T HAPPEN WITHOUT THE OTHER
HOW TEAMS TALK ABOUT EVIDENCE
LEADERSHIP TEAM MATRIX PROTOCOL: “LEADING WITH PURPOSE”
COMPONENTS OF EVIDENCE OF IMPACT
CHAPTER SUMMARY
TEAM ACTIVITIES
Chapter 8: LINKING THEORY OF ACTION AND DATA TO CREATE AN EVIDENCE MINDSET
A JARRING PROFESSIONAL LEARNING MOMENT LEADS TO IMPROVEMENT
REVISITING THE COLLABORATIVE INQUIRY CYCLE PLACEMAT
EVIDENCE OF IMPACT
THE IMPORTANCE OF STAKEHOLDER PARTICIPATION
EQUITY
THE QUESTION BECOMES: WHAT DO WE DO WITH THIS INFORMATION?
INTEGRATION OF PROFESSIONAL LEARNING
IMPLEMENTATION TIMELINE
CHAPTER SUMMARY
TEAM ACTIVITIES
Part V: CCOLLECTIVE LEADER EFFICACY INTERSECTION
Chapter 9: BRINGING IT TOGETHER: REFLECTION TO IMPROVE YOUR LEADERSHIP PRACTICE
LEARNING FROM JIMMY’S STORY
A PRINCIPAL’S VISION FOR TRUE PARTNERSHIPS
THE POWER OF LISTENING AND PARTNERSHIP
Afterword
Appendix
A.1 RUBRIC FOR SHARED UNDERSTANDING: TRUST
A.2 RUBRIC FOR SHARED UNDERSTANDING: CLARITY
A.3 RUBRIC FOR SHARED UNDERSTANDING: COHERENCE
A.4 SHARED UNDERSTANDING: EXAMPLES AND NONEXAMPLES OF THREE-COMPONENT QUESTIONS
A.5 RUBRIC FOR JOINT WORK: CULTURE
A.6 RUBRIC FOR JOINT WORK: NETWORK
A.7 RUBRIC FOR JOINT WORK: SYSTEMS
A.8 JOINT WORK: EXAMPLES AND NONEXAMPLES OF THREE-COMPONENT QUESTIONS
A.9 RUBRIC FOR EVIDENCE OF IMPACT: STUDENT LEARNING
A.10 RUBRIC FOR EVIDENCE OF IMPACT: LEADERSHIP AND DECISION-MAKING
A.11 RUBRIC FOR EVIDENCE OF IMPACT: PROFESSIONAL LEARNING AND GROWTH
A.12 EVIDENCE OF IMPACT: EXAMPLES AND NONEXAMPLES OF THREE-COMPONENT QUESTIONS
A.13 FRAYER MODEL PART I: COLLECTIVE LEADER EFFICACY
A.14 FRAYER MODEL PART II: SHARED UNDERSTANDING
A.15 FRAYER MODEL PART III: JOINT WORK
A.16 FRAYER MODEL PART IV: EVIDENCE OF IMPACT
References Cited
Index

Über Autor(innen)

Nelson, Michael
Michael Nelson has been an educator for nearly 40 years and continues to consider “teacher” his most important professional title. Throughout his career, he has served as a classroom teacher, principal, district instructional leader, superintendent, and assistant executive director responsible for developing professional learning across the state of Washington. He currently serves as Thought Partner for the Instructional Leadership Collective, where he supports educational leaders through keynotes, workshops, coaching, and long-term hybrid partnerships.

Michael has received numerous state and national honors for his leadership. As a principal, his school received the National Blue Ribbon Award from the United States Department of Education. As a superintendent, he was named Washington State’s 2019 Superintendent of the Year and was elected by his peers to serve as president of the Washington Association of School Administrators. Across every role, Michael’s work has remained grounded in listening, empathy, collaborative leadership, and an unwavering commitment to keeping students at the center of educational decision-making.

DeWitt, Peter M.
Peter DeWitt, Ed.D., is the founder and CEO of the Instructional Leadership Collective. A former K–5 teacher for 11 years and principal for eight years, Peter has spent more than 12 years supporting educators and leadership teams across the United States and internationally. He provides keynotes, workshops, and long-term hybrid professional learning that combines in-person facilitation, virtual coaching, and sustained collaborative inquiry. His work focuses on instructional leadership, collective leader efficacy, and helping leadership teams turn professional learning into meaningful action.

Peter’s work has been adopted by state and provincial agencies, universities, school districts, school boards, regional networks, and ministries of education across North America, Australia, Europe, Asia, the Middle East, and the United Kingdom. He is the author, co-author, or contributor to numerous bestselling books, many of which have been translated into multiple languages. Peter co-authors Education Week’s Finding Common Ground column with Michael Nelson, co-hosts Corwin’s Leaders Coaching Leaders podcast, and co-created Education Week’s A Seat at the Table.