Acknowledgements
List of tables
List of figures
Section 1: The Critical Role Of Leadership For Organizational Learning And Improved Student Outcomes
Chapter 1 The Critical Role Of Leadership For Organizational Learning And Improved Student Outcomes
Introduction
Sorting the Wheat From the Chaff
The Evidence
Four Implications
Conclusion: No Need to Continue to Build in Canvas?
Organization of the Book
Section 2: Using The Book
Chapter 2 Problem-Based Learning: A Vehicle For Professional Development Of School Leaders
Introduction
Why Problem-Based Learning?
Before, During, and After a One-Day Workshop
Before, During, and After a Two-Day Workshop
Chapter 3 Group Development And Warm-Up Activities
Introduction: Lose Time To Gain Time
Ice-Breaker
Interdependence
Trading
Section 3: The Problem-Based Learning Package
Chapter 4 Workshop Problem/Situation Outline
Forward
Situation/Problem
Product/Performance Specifications
Learning Objectives
Resources
Guiding Questions
Chapter 5 The Altona Case Study
Chapter 6 The Heronwood Case Study
Chapter 7 Survey Data
Introduction
Altona
Heronwood
Section 4: A Challenge
Chapter 8 The Survey Instruments And A Challenge To Use Them In Your Own School
Introduction
Validity and Reliability
The Short Form of the LOLSO Project Questionnaires
Appendixes
Appendix 1 Conditions Fostering Organizational Learning In Schools
Appendix 2 Leadership For Organizational Learning In Australian Secondary Schools
Appendix 3 The Altona Case Study: Short Version
Appendix 4 The Heronwood Case Study: Short Version
References
Other readings

The change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection and encourage members to question, challenge, and debate teaching and learning issues.

How to achieve such learning communities is far from clear, but we believe the areas of problem-based learning (PBL) and organizational learning (OL) offer valuable clues. The indications are that the successful educational restructuring agenda depends on teams of leaders, whole staffs and school personnel, working together (i.e., OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts.