Chapter One:  The Involvement Model of Change

 All change is incremental, and differentiated leadership requires understanding how to move a diverse staff forward.  Administrators need a model of change that will work for the entire staff.  This model of change is based on the level of involvement of each staff member throughout the change process.  The Involvement Model of Change will help administrators ensure that the staff is on-board and ready for what is ahead.

 Chapter Two:  School Performance Management Systems

 Differentiated Leadership requires that leaders identify the various systems in their school and understand how those systems interact with each other.  In this chapter, administrators will see the eight School Performance Management Systems (SPMS) that are in every school, and how the systems are interdependent on each other.  This chapter will walk administrators through a planning process that will take into account the impact any proposal will have on all of the School Performance Management Systems.  This will eliminate the unintended consequences that often happen when implementing new programs.

 Chapter Three:  Group Dynamics

 All administrators work with a wide variety of groups, and each of the groups are made up of a wide variety of members.  Since no two groups are the same, administrators need practical strategies for dealing with the group dynamics.  This chapter is set up to be both diagnostic and prescriptive.  Various group situations are described and strategies for dealing with those situations are shared.

 Chapter Four:  Student Management

 Differentiated Leadership is about building collaborative systems of student management.  In this chapter, administrators will see how to develop staff ownership of the student management process.  The trick is to find ways for teachers with good student management skills to help the teachers with not-so-good student management skills.  See how to get the teachers sharing strategies and assessing each other’s discipline referrals in a non-threatening collaboration. 

 Chapter Five:  Flexible Schedules

 For differentiated systems such as instruction, assessment and so on to occur, the administrative team has to develop a master schedule to allow these things to happen.  In this chapter, the most flexible schedules are shared to assist administrators with this task. 

 Chapter Six:  Motivating Staff with the Multiple Intelligences

 In this chapter, administrators will see how to design staff activities using the multiple intelligences to motivate all of the staff members.  We ask teachers to differentiate instruction using things like multiple intelligence theory.  Now administrators can Differentiate Leadership in the same way!

 Chapter Seven:  Differentiated Curriculum Development

 Administrators have long struggled with getting teachers to develop integrated curriculums that share standards and skills across content areas.  This chapter has a very easy-to-implement system that will get teachers sharing instruction across content areas in meaningful ways.  The key to the success of this system is its simplicity; and administrators can facilitate differentiated curriculum development which involves the Whole School.

 Chapter Eight:  Community and Business Involvement

 All administrators understand the need for community and business involvement, but often do not have the time or resources to put into it.  In this chapter, administrators will find another easy-to-use program for developing meaningful community and business involvement in their school.  The program is called COMPASS which is an acronym for COMmunity Partnerships Assuring Student Success; and you will see ways to create levels of community and business support that were not possible before this system.

 Chapter Nine:  Differentiated Staff Meetings

 Administrators will learn how to design engaging, interactive and motivating staff meetings.  Several staff meeting activities designed to present topics in a differentiated format are shared in this chapter.  The planning process and forms to help administrators create differentiated staff meetings are shared.

 Chapter Ten:  The Cognaffective School

 Do not run for the dictionary!  The Cognaffective School is a school where an equal emphasis is placed on the development of cognitive skills as well as affective skills.  As this chapter demonstrates, every strategy shared in this book has blended the development and use of cognitive skills with the development and use of affective skills.  The blending of the cognitive and the affective is the ultimate definition of Differentiated Leadership and is the only way to achieve Leadership for the Whole School.