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Foreword | |
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Acknowledgments | |
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The Law of Initiative Fatigue: Why Leadership Focus Matters | |
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The Costs and Benefits of Focus | |
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The Illogical Imperative: Do It All and Do It Now | |
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Forces Against Focus: Politics, Bureaucracy, and Culture | |
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The Good News: Change Is Possible | |
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The Research | |
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How the Research Was Conducted | |
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Experimental Versus Quasi-Experimental Research | |
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Multivariate Versus Two-Variable Analysis | |
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The Standard of Evidence in Educational Research | |
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Weighing Risks | |
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The Essential Cluster of Leadership Practices | |
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Competing Demands on Leadership Attention | |
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Clusters of Effective Leadership Practices | |
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Focus, Monitoring, and Efficacy: The Combined Impact on Performance and Morale | |
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From Theory to Real-World Impact | |
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Impact on Student Achievement | |
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Leadership Practices Defined | |
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Lead Like a Lifeguard | |
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Weeding the Garden | |
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Diversionary Weeds | |
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Toxic Weeds | |
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Unsustainable Programmatic Weeds | |
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Eradicating Weeds | |
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Focus at the System Level | |
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Two Essential Questions | |
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Toward Multidimensional Perspectives of Leadership | |
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Beyond Efficiency and Effectiveness: The Power of the Greater Good | |
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From the Pyramid to the Diamond | |
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Focus at the School Level | |
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Essential Questions Revisited | |
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Individual Students | |
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Teaching Quality | |
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Conclusion | |
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How Leaders Can Help Classroom Teachers to Focus, Save Time, and Improve Achievement | |
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Too Many Standards, Too Little Time | |
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Conclusion | |
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Assessing and Sustaining Your Leadership Focus | |
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The Leadership Focus Assessment | |
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Scoring Your Leadership Focus Assessment | |
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Sustaining Leadership Focus | |
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The Research in Depth | |
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PIM� (Planning, Implementation, and Monitoring) School Improvement Audit | |
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Galileo's Dilemma | |
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Guidelines for Data Walls, or "The Science Fair for Grownups" | |
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Science Fair Reflections: "The Treasure Hunt" | |
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References | |
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Index | |
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About the Author | |