{"product_id":"157065","title":"How Great Schools Become Teams ","description":"\u003ccenter\u003e\u003cdiv style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/tmgdisk01.cafe24.com\/images\/vs\/4172\/sv\/WQt5m5WWQv9inXmVw4HHAl.png?v=1764856616\" style=\"max-width:100%;max-height:10px\"\u003e\u003c\/div\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\n\n\u003cdiv style=\"width:95%\"\u003e\n\n\u003cdiv style=\"text-align:center;font-size:30px;font-weight:bolder;line-height:1.6em\"\u003e How Great Schools Become Teams \u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"border-bottom:1px;border-bottom-style:dotted;border-color:;padding-bottom:20px\"\u003e\u003ccenter\u003e\u003ctable align=\"center\" width=\"100%\"\u003e\u003ctbody style=\"border:0px\"\u003e\n\n\u003ctr\u003e\u003ctd align=\"center\" style=\"line-height:1.2em;text-align:center;font-size:18px;color:black;font-weight:bold;padding-bottom:20px;\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\u003ctr\u003e\u003ctd style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/image.yes24.com\/goods\/141182720\/XL\" style=\"max-width:100%;height:auto\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\n\u003c\/tbody\u003e\u003c\/table\u003e\u003c\/center\u003e\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;{split_style6}padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e Description \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;word-break:break-all;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eBook Introduction\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\u003cdiv\u003e \u003cb\u003eSchool as a team, thinking about team leadership\u003cbr\u003e The best activity protocol for teachers!!\u003cbr\u003e\u003c\/b\u003e \u003cbr\u003eThe most difficult challenge facing schools is the urgent and urgent need to find answers to educational questions together.\u003cbr\u003e While discourses about the future are abstract, complex, and difficult to answer clearly, changes in daily life, culture, and society are occurring even now, and students have already arrived in today's classrooms.\u003cbr\u003e There is no time to slow down, but at the same time, we must come up with answers through deep reflection and deliberation.\u003cbr\u003e Tatsuro Uchida metaphorically described this as \"the difficulty of having to repair a broken car while driving it.\"\u003cbr\u003e How can schools become communities for good education?\u003cbr\u003e How can teachers become the main actors of education and achieve the desirable form of education we envision? \u003cbr\u003eWe call this community, where all teachers become leaders and proactively seek answers, a \"school as a team.\"\u003cbr\u003e And I would like to propose a new strategy called 'team leadership' that creates organizational dynamics that make everyone a leader.\u003cbr\u003e\n\n\u003c\/div\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cul\u003e\u003cli\u003e You can preview some of the book's contents.\u003cbr\u003e \u003cspan\u003ePreview\u003c\/span\u003e\n\n\u003c\/li\u003e\u003c\/ul\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eindex\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e Prologue_ What kind of school should it be?\u003cbr\u003e\u003cbr\u003e \u003cb\u003ePart Ⅰ.\u003cbr\u003e Why Team Leadership in Schools?\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Our school now\u003cbr\u003e School as a Team\u003cbr\u003e What is team leadership?\u003cbr\u003e What characteristics do groups with team leadership have?\u003cbr\u003e Key Strategies for Developing Team Leadership\u003cbr\u003e Issues to think about together\u003cbr\u003e : The balance between team leadership and the individual, or the gap between organizational theory and the mysteries of education.\u003cbr\u003e\u003cbr\u003e \u003cb\u003ePart II.\u003cbr\u003e How to create team leadership?\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Chapter 1.\u003cbr\u003e A community of hospitality and empathy\u003cbr\u003e Hospitality and empathy, why are they necessary?\u003cbr\u003e - Hospitality and empathy, the beginning and end of community \u003cbr\u003e- Hospitality, meeting with a firm yet warm heart\u003cbr\u003e - Hospitality comes back to us again\u003cbr\u003e How can a relationship of hospitality and empathy be created?\u003cbr\u003e Suggestions for Building a Community of Welfare and Empathy\u003cbr\u003e\u003cbr\u003e Chapter 2.\u003cbr\u003e Share your vision, norms, and promises.\u003cbr\u003e School Vision: Why is it Needed?\u003cbr\u003e Three things to consider when creating a vision\u003cbr\u003e Vision, how to create it?\u003cbr\u003e The Amazing Power of a Shared Vision\u003cbr\u003e Vision-building and Reflection Workshop Activity Examples\u003cbr\u003e\u003cbr\u003e Chapter 3.\u003cbr\u003e Horizontal meeting culture and delegation of authority\u003cbr\u003e Why are horizontal meeting cultures and delegation of authority necessary?\u003cbr\u003e How to create a horizontal meeting?\u003cbr\u003e Execute meeting results\u003cbr\u003e For a horizontal conference system to become a culture,\u003cbr\u003e\u003cbr\u003e Chapter 4.\u003cbr\u003e A learning community that fosters teacher growth\u003cbr\u003e Building a Learning Community: Why is it Necessary?\u003cbr\u003e How to build a learning community?\u003cbr\u003e - Organization and operation of curriculum teams by grade and subject\u003cbr\u003e - Establishment and operation of an autonomous curriculum management system\u003cbr\u003e - Opening classrooms and sharing educational practices \u003cbr\u003e- Acknowledging each other's differences and working together as a norm\u003cbr\u003e - Establishing school boundaries\u003cbr\u003e - Research together and practice together\u003cbr\u003e - Building a learning support environment\u003cbr\u003e\u003cbr\u003e Chapter 5.\u003cbr\u003e Managing Team Conflict\u003cbr\u003e Conflict Management: Why is it Necessary?\u003cbr\u003e How to manage conflict?\u003cbr\u003e - Managing conflict between innovative leaders and members\u003cbr\u003e - Managing conflicts between members\u003cbr\u003e - Managing conflicts between the principal and members\u003cbr\u003e - Managing conflicts between people\u003cbr\u003e Managing Conflict and Moving Forward to Growth\u003cbr\u003e - Encountering conflict\u003cbr\u003e - Utilizing conflict\u003cbr\u003e - A story of community\u003cbr\u003e\u003cbr\u003e Chapter 6.\u003cbr\u003e Cultivating School Organizational Culture through Diagnosis and Reflection\u003cbr\u003e Why is diagnosis and reflection on school organizational culture necessary?\u003cbr\u003e The foundation of the school, 'school organizational culture'\u003cbr\u003e - School organizational culture and team leadership\u003cbr\u003e - The significance of diagnosing school organizational culture\u003cbr\u003e How to diagnose and reflect on school organizational culture?\u003cbr\u003e - Tools for diagnosing school organizational culture\u003cbr\u003e - Workshop on diagnosing member characteristics to promote diversity \u003cbr\u003eSuggestions for Diagnosing School Organizational Culture\u003cbr\u003e - Things to consider when diagnosing school organizational culture\u003cbr\u003e - Positive changes in organizational culture\u003cbr\u003e\u003cbr\u003e Chapter 7.\u003cbr\u003e The Ultimate Team Moment: A Curriculum of Agreement and Reflection\u003cbr\u003e Why is it necessary to create a curriculum of consensus and reflection together?\u003cbr\u003e - From individual leadership to team leadership\u003cbr\u003e - The significance of designing a curriculum based on team leadership-based consensus and reflection.\u003cbr\u003e How to Implement a Team Leadership-Based Curriculum\u003cbr\u003e - Designing a team-based school curriculum roadmap\u003cbr\u003e - Team-based school curriculum workshop\u003cbr\u003e Suggestions for Designing a Team Leadership-Based Curriculum\u003cbr\u003e\u003cbr\u003e \u003cb\u003ePart III.\u003cbr\u003e Team Leadership in Practice: The Story of Gyobang Elementary School\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Gyobang Elementary School is\u003cbr\u003e Team Leadership Growth at Gyobang Elementary School\u003cbr\u003e - Relationship leadership based on hospitality and empathy\u003cbr\u003e - Leadership that leads the vision\u003cbr\u003e - Horizontal meeting culture and distributed leadership\u003cbr\u003e Leadership for Learning Organizations\u003cbr\u003e - Leadership that manages conflict\u003cbr\u003e - Leadership of organizational diagnosis and reflection\u003cbr\u003e - Curriculum Leadership\u003cbr\u003e Implications for Gyobang Elementary School\u003cbr\u003e \u003cbr\u003eThe Remaining Story: Team Leadership: Questions Between Ideals and Reality\u003cbr\u003e - Is team leadership realistically feasible?\u003cbr\u003e - What if there is no one with leadership?\u003cbr\u003e - Isn't it true that individuals are buried in the group?\u003cbr\u003e - What more should teachers do?\u003cbr\u003e - Is it possible to do this with just our school's efforts?\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eInto the book\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e Education begins at school and ends at school.\u003cbr\u003e All educational policies are created through the process of teachers' experience, learning, and reflection, but the moment they are incorporated into the system, they can become distorted from their original intentions.\u003cbr\u003e The process of changing education is an unpredictable wave, one that must continue and never stop.\u003cbr\u003e Education is about finding answers in the process.\u003cbr\u003e Within this framework, teacher leadership as a team must be ongoing rather than complete, constantly expanding, and seeking sustainable development.\u003cbr\u003e --- p.13\u003cbr\u003e \u003cbr\u003eHow can schools become communities for good education?\u003cbr\u003e How can teachers become the main actors of education and achieve the desirable form of education we envision?\u003cbr\u003e We call this community, where all teachers become leaders and proactively seek answers, a \"school as a team.\"\u003cbr\u003e And I would like to propose a new strategy called 'team leadership', which is an organizational dynamic that makes everyone a leader.\u003cbr\u003e\u003cbr\u003e --- p.20\u003cbr\u003e\u003cbr\u003e The most difficult challenge facing schools is the urgent and urgent need to find answers to these educational questions together.\u003cbr\u003e While discourses about the future are abstract, complex, and difficult to answer clearly, changes in daily life, culture, and society are occurring even now, and students have already arrived in today's classrooms. \u003cbr\u003eThere is no time to slow down, but at the same time, we must come up with answers through deep reflection and deliberation.\u003cbr\u003e Tatsuro Uchida metaphorically described this as \"the difficulty of having to repair a broken car while driving it.\"\u003cbr\u003e\u003cbr\u003e --- p.26\u003cbr\u003e\u003cbr\u003e The school system can give teachers educational wings, but it can also tie a heavy stone to their ankles, forcing them to fall to the ground as they try to fly.\u003cbr\u003e After experiencing the hamstrings of educational imagination within a school community, one begins to ask:\u003cbr\u003e “Is it okay for a school community to look like this?”\u003cbr\u003e --- p.27\u003cbr\u003e\u003cbr\u003e Attempts to view schools and businesses as the same group and simply apply organizational theory are likely to result in errors or distortions. \u003cbr\u003eWhile sufficiently referencing organizational theory and leadership theories, we must clearly recognize the specificity and uniqueness of 'education' and 'school' and approach it in a way that appropriately transforms and accepts some useful perspectives for educational purposes.\u003cbr\u003e\u003cbr\u003e --- p.29\u003cbr\u003e\u003cbr\u003e If schools, instead of serving as educational institutions, become more bureaucratic organizations, operating under guidelines and regulations rather than collaboration and reflection, and even meaningful educational reforms quickly become mere formalities, leaving behind nothing more than empty shells, this will become a stumbling block, holding back teachers rather than empowering them.\u003cbr\u003e If that's not the case, it's time to seriously consider turning your school into a \"team.\"\u003cbr\u003e How can a school become a 'team'? \u003cbr\u003eThis book explores the concept of 'team leadership', which has been discussed within the context of organizational culture, by applying it to school organizations, and presents methods and examples of its implementation.\u003cbr\u003e\u003cbr\u003e --- p.31\u003cbr\u003e\u003cbr\u003e Teachers meet anywhere from a few dozen to several hundred people throughout the day, including students, colleagues, and parents.\u003cbr\u003e There is bound to be vibration in the encounter between people.\u003cbr\u003e That vibration can sometimes bring joy to both of us, but at other times it can cause deep internal trauma.\u003cbr\u003e The job of a teacher carries with it the weighty responsibility of intervening in the lives of others.\u003cbr\u003e Moreover, this is especially true for teachers because the people they meet are children who are in the process of forming themselves.\u003cbr\u003e Teachers meet countless children, each with their own universe, with their whole bodies and hearts.\u003cbr\u003e When you meet the universe called children like that, you sometimes suffer deep wounds that you cannot tell anyone. \u003cbr\u003eThe wound is deeper and older than we think.\u003cbr\u003e They swallow their pain inside, afraid that if they reveal their wounds, they will not be able to become competent or good teachers, and they pretend to be okay in front of the children.\u003cbr\u003e\u003cbr\u003e --- p.58\u003cbr\u003e\u003cbr\u003e Meeting children in this day and age is never easy.\u003cbr\u003e Because children carry the contradictions of the times with them.\u003cbr\u003e And children do not come to class alone.\u003cbr\u003e Although it is invisible, it comes with the desires of the child's parents and countless others related to the child.\u003cbr\u003e Teachers are solely responsible for dealing with this twisted era, where the distorted desires of adults are condensed into children.\u003cbr\u003e Teachers who have suffered deep internal trauma without anyone knowing may close their true hearts and choose the path of a soulless teacher.\u003cbr\u003e But teachers who make that choice are not necessarily happy. \u003cbr\u003eThe discomfort of not being able to fulfill one's duties can cause teachers to fall into a deep abyss.\u003cbr\u003e\u003cbr\u003e --- p.59\u003cbr\u003e\u003cbr\u003e Why is welcoming teachers important? Because it creates positive inertia.\u003cbr\u003e And because those who are accustomed to such inertia have a positive influence on each other.\u003cbr\u003e Loving the path of a teacher is also a skill that needs to be honed.\u003cbr\u003e We call this ability teacher expertise.\u003cbr\u003e This expertise is an ability that can be acquired by those who have practiced good inertia.\u003cbr\u003e Those who belong to a community that can create good inertia have a positive influence on each other and help each other grow.\u003cbr\u003e The solidarity of those who have grown up leads to rewards.\u003cbr\u003e People who find fulfillment in what they do do not stop and invite others along the way.\u003cbr\u003e This is also why we need to work together as a team.\u003cbr\u003e\u003cbr\u003e --- p.61\u003cbr\u003e \u003cbr\u003eTeachers who experience hospitality and empathy return the hospitality and empathy they have received to their children.\u003cbr\u003e The way you treat students and the way you speak to them in the classroom changes.\u003cbr\u003e It is a truly childlike walk of life that only those who have been treated as beings can do.\u003cbr\u003e Because teachers send signals to children with their whole heart and body, children instinctively sense their teacher's sincerity.\u003cbr\u003e Hospitality and empathy are not just events, they are everyday practices.\u003cbr\u003e\u003cbr\u003e --- p.62\u003cbr\u003e\u003cbr\u003e Prerequisites for a vision.\u003cbr\u003e First, the vision must be specific and clear.\u003cbr\u003e This is because it helps members easily understand and empathize.\u003cbr\u003e Second, the vision must be challenging.\u003cbr\u003e A challenging vision motivates members to strive for higher goals and gives them a sense of accomplishment.\u003cbr\u003e Third, the vision must be realistic. \u003cbr\u003eThis gives members the confidence that the vision is achievable and empowers them to actually take action.\u003cbr\u003e\u003cbr\u003e --- p.77\u003cbr\u003e\u003cbr\u003e How to create a vision for 'us'.\u003cbr\u003e Our vision also comes from our individual vision.\u003cbr\u003e Just because it is a personal vision doesn't mean it always remains solely for personal benefit.\u003cbr\u003e A person's vision sometimes includes the success and happiness of his or her family or friends, the well-being and fulfillment of his or her community, or even global peace and security.\u003cbr\u003e Therefore, it is very important to cherish and expand one's personal vision so that it meets our own vision.\u003cbr\u003e If you encourage and listen to 'personal vision,' you will find that that vision is soon pouring its energy into the vision of others, the team, and the school. The way to create 'our' vision is to 'encourage personal vision.'\u003cbr\u003e\u003cbr\u003e --- p.95\u003cbr\u003e \u003cbr\u003eThe power to change schools and individuals, 'meeting power': pushing forward with school events regardless of the meeting results, passing all responsibility to the proposer, repeating the same thing over and over again, monopolizing the microphone, and not speaking.\u003cbr\u003e These are some of the 'meeting-ruining methods' we encounter in countless meetings.\u003cbr\u003e How many meetings have we experienced failure in and how many meetings are still filled with skepticism?\u003cbr\u003e Do we really need to have such a difficult and unwelcome meeting?\u003cbr\u003e --- p.103\u003cbr\u003e\u003cbr\u003e Andy Hargreaves says that effective teachers develop their judgment, insight, and inspiration through collaboration with colleagues, and they take responsibility and initiative for decisions made in meetings with colleagues, thereby developing their personal capabilities.\u003cbr\u003e Schools with 'meeting power' develop their members and bring about change in the school.\u003cbr\u003e So how do we conduct meetings in a meaningful and effective way?\u003cbr\u003e --- p.104\u003cbr\u003e \u003cbr\u003eThe following horizontal meeting procedures cover the entire process from the time an agenda item is raised, through meeting preparation, meeting conduct, and implementation of the meeting results.\u003cbr\u003e In particular, the 5-step facilitation process, which is part of the plenary session, pursues the core values ​​of full participation of members, mutual understanding, comprehensive solutions, and shared responsibility.\u003cbr\u003e This can be applied from small meetings within the school to large-scale meetings involving the entire faculty and staff council or the three educational stakeholders.\u003cbr\u003e\u003cbr\u003e --- p.111\u003cbr\u003e\u003cbr\u003e Learning communities are a key way to implement team leadership in schools, where all teachers participate in school work as leaders.\u003cbr\u003e While team leadership focuses on enabling each teacher to develop their capabilities according to their respective roles, a learning community serves as a learning space where teachers discover and grow their roles through concrete practice.\u003cbr\u003e\u003cbr\u003e --- p.137\u003cbr\u003e\u003cbr\u003e A Elementary School's support for activating the learning community is as follows. \u003cbr\u003eFirst, we returned the authority to teachers so they could operate the curriculum autonomously and established a culture of democratic consultation.\u003cbr\u003e In order for teachers to focus on educational activities, the school was reorganized into a grade (group) unit so that grade (group) heads could actually operate the curriculum, and the role of the curriculum operation director was clarified so that they could focus on operating the grade level curriculum.\u003cbr\u003e\u003cbr\u003e --- p.156\u003cbr\u003e\u003cbr\u003e Disconnection, frequent changes, and everyday competition create an every-for-nothing relationship where each person must solve their own problems.\u003cbr\u003e So, it is difficult to focus on other people's problems, difficult to recognize our own problems as our own, and unfamiliar with cooperation.\u003cbr\u003e I always feel uneasy in a school where each person lives for himself\/herself is the default.\u003cbr\u003e In this state of uncertainty, teachers must compete for their own interests. \u003cbr\u003eThis competition hinders the resolution of conflicts, and when faced with difficult-to-resolve everyday conflicts, teachers choose avoidance and isolate themselves.\u003cbr\u003e\u003cbr\u003e --- p.165\u003cbr\u003e\u003cbr\u003e There is also a study that divides conflicts that occur at school into six types: conflicts of interest, values, and needs, and based on their causes, they are classified into factual, reciprocal, and structural conflicts.1) However, as we live in school, we come to realize that these types are not separate but rather intermingle and interact with each other.\u003cbr\u003e Desires can change values, and values ​​can change desires.\u003cbr\u003e Even if you are very close, the moment you realize that you have different values, your relationship can change.\u003cbr\u003e Sometimes desires are adjusted to structures, and sometimes desires adjust structures.\u003cbr\u003e Depending on one's values, one may give up selfish desires, and facts or information may be interpreted differently depending on one's desires. \u003cbr\u003eAlthough we have divided the phenomenon into six types, if we look at the relationships again, we can see that they are not separate problems, but rather all connected problems.\u003cbr\u003e\u003cbr\u003e --- p.166\u003cbr\u003e\u003cbr\u003e In a small school, people may get along well, but sometimes the small number of members can cause each person's voice to be louder, and sometimes opinions can become divided, making conflicts more intense.\u003cbr\u003e Although some teachers and principals try to drive change in schools, there are many cases where they are frustrated.\u003cbr\u003e Just because something is small doesn't mean it's easy.\u003cbr\u003e In a large school, one person's share is small, so one person's voice may be light, but in a small school, one person's share is large, so the power of more than one person is used.\u003cbr\u003e\u003cbr\u003e --- p.174\u003cbr\u003e\u003cbr\u003e Even in schools that have made changes, they often face opposition from existing members and newly transferred teachers. \u003cbr\u003eWhen someone raises their voice in opposition, even members who had been hiding for a while respond, bringing the school discussion back to the beginning.\u003cbr\u003e As hidden conflicts intensify, sarcasm and criticism such as “Is this what school innovation looks like?” are poured out.\u003cbr\u003e 'When in Rome, do as the Romans do' does not apply.\u003cbr\u003e Soon, the school's culture and identity were not established.\u003cbr\u003e The following case is the story of C Elementary School, which overcame the sharp conflict that arose in a situation where the school's culture was not yet established, using it as an opportunity to solidify its identity, and moved forward with rapid growth.\u003cbr\u003e\u003cbr\u003e --- p.176\u003cbr\u003e\u003cbr\u003e We need to bridge the gap between the principal and the members and invite the principal to be a part of everyday communication.\u003cbr\u003e The principal's office should be a place where good stories as well as bad stories are told.\u003cbr\u003e A good story energizes and builds trust in the members. \u003cbr\u003eEveryday communication fosters respect for people as well as respect for authority.\u003cbr\u003e Mutually respectful relationships are an important foundation for forming a democratic meeting culture and a school culture of community.\u003cbr\u003e The principal should also be welcomed at school.\u003cbr\u003e On the basis of that hospitality, the team of democracy is further strengthened.\u003cbr\u003e\u003cbr\u003e --- p.183\u003cbr\u003e\u003cbr\u003e The first reason we are moving toward team leadership is that the era of schools being run solely by a small number of exceptional leaders is coming to an end.\u003cbr\u003e Team leadership based on cooperation and horizontal solidarity among all members is necessary.\u003cbr\u003e We are well aware that the school curriculum cannot be fully implemented or implemented solely through the changes or demands of a single leader.\u003cbr\u003e This is because each teacher standing at the front line of the classroom is the one who implements and realizes the curriculum.\u003cbr\u003e\u003cbr\u003e --- p.232\u003cbr\u003e\u003cbr\u003e It was a meeting rule that was set with a smile, but it had a strong effect. \u003cbr\u003eKeeping meetings on time reduces frustration and increases efficiency.\u003cbr\u003e Sometimes, when emotions are running high, someone steps forward and reminds everyone, saying, “There is Rule 3 of the meeting rules: ‘Use respectful language.’”\u003cbr\u003e That brief reminder changed my attitude.\u003cbr\u003e Arguments were definitely reduced and mediation was also simpler.\u003cbr\u003e The reaction made the meeting more enjoyable.\u003cbr\u003e “Ah! That’s cool!”, “Wow! I had that thought too!” Words like these made our brains flutter.\u003cbr\u003e I was able to listen to and enjoy other people's opinions.\u003cbr\u003e\u003cbr\u003e --- p.293\u003cbr\u003e\u003cbr\u003e Above all, the members of Gyobang Elementary School have a strong interest in philosophy.\u003cbr\u003e There is pride in the school's philosophy and an exploration of one's own philosophy.\u003cbr\u003e A man of philosophy is not ruled.\u003cbr\u003e Practice with philosophy always progresses because it has a clear goal.\u003cbr\u003e Kyobang Elementary School shares each other's philosophies and strives for a better world.\u003cbr\u003e Education is learning, philosophy, and politics that change the world. \u003cbr\u003eThe teachers at Gyobang Elementary School realize that teachers are learners, philosophers, and politicians.\u003cbr\u003e\u003cbr\u003e --- p.306\u003cbr\u003e\u003cbr\u003e In many cases, a community led by a single, competent leader is unlikely to last long.\u003cbr\u003e Perhaps it is because it is difficult for others to share his abilities.\u003cbr\u003e If other members fail to demonstrate their leadership skills in his absence, it is difficult to expect vibrant dynamics within the community as a whole.\u003cbr\u003e And the moment he disappears from the community, the power of the community he exerted often disappears as well.\u003cbr\u003e Therefore, it is more important to establish a ‘systematic structure where leadership can be exercised’ rather than ‘one competent person.’ \u003cbr\u003eA strong person who can become a focal point can exert great power right away, but if that is not the case, 'I' who harbors such feelings and 'one or two other people' who have similar feelings can become a great focal point.\u003cbr\u003e\u003cbr\u003e --- p.311\u003cbr\u003e\u003cbr\u003e Being a 'team' doesn't mean existing together with others in a mature way.\u003cbr\u003e True team leadership can emerge from a solidarity of mature individuals who respect and welcome the individuality and uniqueness of others as much as their own autonomy.\u003cbr\u003e In such a community, wouldn't the autonomy of teachers actually flourish based on the support of the community?\u003cbr\u003e --- p.313\u003cbr\u003e\u003cbr\u003e When an external typhoon rages, the strength of the ship called school can feel weak. \u003cbr\u003eBut that's why it's so important to build up the inner strength to cope with it, to build a strong community and cultivate our own strength so that we can sometimes ride the wind, sometimes set sail and stay in one place, but when we meet a favorable wind, we can cut through the waves and move forward as if flying.\u003cbr\u003e In difficult times, the more urgently we need to think, \"Therefore, let's do what we can here, now.\"\u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e --- p.317\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003ePublisher's Review\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e \u003cb\u003e“How do great schools become teams?”\u003cbr\u003e - A new school born through team leadership!\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003eIf schools, instead of serving as educational institutions, become more bureaucratic organizations, operating under guidelines and regulations rather than collaboration and reflection, and even meaningful educational reforms quickly become mere formalities, leaving behind nothing more than empty shells, this will become a stumbling block, holding back teachers rather than empowering them.\u003cbr\u003e If that's not the case, it's time to seriously consider turning your school into a \"team.\"\u003cbr\u003e How can a school become a 'team'?\u003cbr\u003e This book explores the concept of 'team leadership', which has been discussed within the context of organizational culture, by applying it to school organizations, and presents methods and examples of its implementation.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e “It connects numerous case studies with theoretical discussions to create an organic system, and even presents activity protocols and generalized principles that schools considering team leadership can utilize. \u003cbr\u003eIn particular, it is deeply inspiring that team leadership is defined not as being limited to a specific leader, but as an interactive capacity that all members can demonstrate in their respective positions.\u003cbr\u003e In short, it can be called a ‘masterpiece’ in that it organically links theory and practice.” From Lee Hyuk-gyu’s recommendation. \u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e GOODS SPECIFICS \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eDate of issue:\u003c\/strong\u003e January 10, 2025\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003ePage count, weight, size:\u003c\/strong\u003e 320 pages | 508g | 148*210*20mm\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN13:\u003c\/strong\u003e 9791164251742 \u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cspan\u003e\u003c\/span\u003e\n\n\u003c\/center\u003e\n\n\n\u003c\/center\u003e","brand":"LIBRAIRIE COREENNE","offers":[{"title":"Default Title","offer_id":43889653284906,"sku":"157065","price":31.0,"currency_code":"EUR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0683\/2750\/5962\/files\/21e52ef283f7501e41cee260d0f43d2e.jpg?v=1765262574","url":"https:\/\/librairie.coreenne.fr\/en\/products\/157065","provider":"LIBRAIRIE COREENNE","version":"1.0","type":"link"}