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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 | |