An UnCommon Theory of School Change

This book is for educators who believe that schools need to be improved and are hopeful that real change can be achieved. The authors argue that if educators want to create more equitable, socially just, and learner-focused schools, then they need a more robust, transformational theory of school change—an UnCommon Theory. After describing the limits of current school improvement initiatives, the authors explain what is needed to actually engage in deeper school reinvention work. They take a deep dive into the most difficult work that school leaders do: questioning, rethinking, and reinventing the fundamental assumptions upon which our schools are built. The result is a practical book that provides readers with the knowledge and tools needed to do more than just tinker at the edges of school improvement.

Book Features:

• Provides a unique conceptual framework (the Deep Dive) that helps educators understand what it takes to challenge the pervasive standards-based school reform model.
• Advocates for an approach to school reform that brings together adult developmental theory, transformational learning theory, and social change theory.
• Shares the stories of activist leaders and the strategies, tools, and approaches they have used successfully in a variety of settings.
• Includes diagrams and graphics that enhance understanding and make concepts memorable.

Kevin Fahey, professor emeritus at Salem State University, works with school leaders to use critical friendship, facilitative leadership, and equitable practice to lead student, adult, and organizational learning. Angela Breidenstein is a professor of education at Trinity University in San Antonio, Texas. Jacy Ippolito is an associate professor and department chair at Salem State University, where he coordinates programs in educational leadership. Frances Hensley was a founding member and director of the School Reform Initiative.

“…provides the reader with an alternative to the well-practiced Common Theory of school reform…The stories shared in each chapter provide the reader with real-life examples of how the three components of the deep dive can be used to reinvent schools. Moreover, the book offers an approach to change that can make a difference in the way our students are educated."

—Teachers College Record

“Articulates clear behaviors to show leaders how and when they might work differently as they manage their most tangled dilemmas in the schools.”

—School Administrator

“This book will serve as a trusty coaching guide. The writing is clear and powerful. The testimony of the courageous and inventive school practitioners the authors studied is rich and exceedingly useful. “
―From the Foreword by Joseph P. McDonald, New York University

“This book is wonderful, well written, thoughtful, and practical, with vivid case studies of school leaders who have changed the culture of their schools to become uncommon places of inspiration for all. Those educators contemplating or already on the journey of re-imagining their schools will find comfort and guidance to forge ahead.”
― Carl Glickman, The University of Georgia

“School reform is complex, and as a result, most schools closely resemble their predecessors from decades ago. However, fundamental change in schools is possible, and the deep-dive process proposed in this book will equip readers with the tools necessary to create powerful transformations. An UnCommon Theory of School Change can help each of us become the advocates for change that result in a better future for every student in every school.”
―Douglas Fisher, San Diego State University

"In An UnCommon Theory of School Change, the authors have captured beautifully what real school change looks like: messy, muddy, deep work that is often challenging to name and hard to implement. There are no quick fixes, and tweaking around the edges does not create lasting change. With thoughtful stories of real people, combined with specific tools and processes, this book will support educators to think differently about what it means to not only improve schools, but also to move toward sustainable change that has the capacity to truly support the learning of each and every student."
—Kari Thierer, former executive director, School Reform Initiative