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| Preface | |
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| Acknowledgments | |
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| About the Author | |
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| The Educational Leadership Constituent Council Standards as Tools for Improved District Performance | |
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| Superintendent Concerns Generated by a Changing Society | |
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| What Skills Should a Twenty-First-Century Superintendent Possess? | |
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| Knowledge | |
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| Skills | |
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| Dispositions | |
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| History and Development of the Educational Leadership Constituent Council Standards | |
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| What Are the ELCC Standards? | |
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| Creating the Connection Between the ELCC Standards and Realistic Practice | |
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| The Role of the Superintendent in a Changing Democratic Society | |
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| It's All About the Vision | |
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| Introduction | |
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| Philosophical Framework | |
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| Developing a District Vision | |
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| Articulating the District Vision | |
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| Implementing the District Vision | |
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| Being a Good Steward of the District Vision | |
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| Promoting Community Involvement in the District Vision | |
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| Problem-Based Learning | |
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| Developing and Articulating a District Vision: Where Are We Going to Put So Many New Students? | |
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| Reflective Practice: Pause and Think | |
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| Implementing and Being a Good Steward of the District Vision: Let's Try This One More Time | |
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| Reflective Practice: Pause and Think | |
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| Promoting Community Involvement in the District Vision: But...We Used to Win All the Time! What's Going On? | |
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| Reflective Practice: Pause and Think | |
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| Assessment Model | |
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| Ways for You to Do It | |
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| Conclusions | |
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| The Ultimate Application | |
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| Advocating, Nurturing, and Sustaining Enhanced Student Learning and Staff Professional Growth | |
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| Introduction | |
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| Philosophical Framework | |
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| Promoting A Positive District Culture | |
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| Providing an Effective Instructional Program | |
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| Applying Best Practices to Student Learning | |
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| Designing Comprehensive Professional Growth Plans | |
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| Problem-Based Learning | |
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| Promoting a Postive District Culture: Hello! I'm New Here! | |
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| Reflective Practice: Pause and Think | |
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| Providing an Effective Instructional Program: But We're Doing the Best That We Can! | |
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| Reflective Practice: Pause and Think | |
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| Applying Best Practices to Student Learning: Addressing the Dropout Problem in an Urban District | |
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| Reflective Practice: Pause and Think | |
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| Designing Comprehensive Professional Growth Plans: The Sowell-Watson CSD University | |
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| Reflective Practice: Pause and Think | |
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| Assessment Model | |
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| Ways for You to Do It | |
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| Conclusions | |
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| The Ultimate Application | |
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| Leadership Through Management of District Organization, Operations, and Resources | |
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| Introduction | |
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| Philosophical Framework | |
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| Managing the Organization of the District | |
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| Managing District Operations | |
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| Managing District Resources | |
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| Problem-Based Learning | |
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| Managing the Organization of the District: A Winding Road in an Urban Area | |
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| Reflective Practice: Pause and Think | |
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| Managing District Operations: Baby, It's Raining Outside! | |
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| Reflective Practice: Pause and Think | |
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| Managing District Resources: Lord, Please Don't Let Me Be Misunderstood | |
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| Reflective Practice: Pause and Think | |
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| Assessment Model | |
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| Ways for You to Do It | |
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| Conclusions | |
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| The Ultimate Application | |
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| Creating a Collaborative Learning Community | |
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| Introduction | |
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| Philosophical Framework | |
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| Collaborating with Families and Other Community Members | |
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| Responding to Community Interests and Needs | |
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| Mobilizing Community Resources | |
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| Problem-Based Learning | |
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| Collaborating with Families and Other Community Members: The Answer's Not Blowing in the Wind | |
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| Reflective Practice: Pause and Think | |
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| Responding to Community Interests and Needs: The Faint of Heart Need Not Apply | |
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| Reflective Practice: Pause and Think | |
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| Mobilizing Community Resources: Jimmy Cracked Corn, and We Do Care | |
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| Reflective Practice: Pause and Think | |
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| Assessment Model | |
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| Ways for You to Do It | |
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| Conclusions | |
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| The Ultimate Application | |
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| The Ethical District Leader | |
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| Introduction | |
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| Philosophical Framework | |
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| Acts With Integrity | |
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| Acts Fairly | |
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| Acts Ethically | |
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| Problem-Based Learning | |
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| Acts With Integrity: Please Don't Slay the Messenger | |
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| Reflective Practice: Pause and Think | |
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| Acts Fairly: Why Is This Happening to Me? What Did I Do Wrong? | |
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| Reflective Practice: Pause and Think | |
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| Acts Ethically: Is Equal Always Ethical? Or Is Ethical Always Equal? | |
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| Reflective Practice: Pause and Think | |
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| Assessment Model | |
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| Ways for You to Do It | |
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| Conclusions | |
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| The Ultimate Application | |
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| District and School Community Politics | |
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| Introduction | |
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| Philosophical Framework | |
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| Understanding the Larger Context | |
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| Responding to the Larger Context | |
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| Influencing the Larger Context | |
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| Problem-Based Learning | |
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| Understanding the Larger Context: It's What's Inside That Counts, or Beauty is Only Skin Deep | |
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| Reflective Practice: Pause and Think | |
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| Responding to the Larger Context: Change for the Sake of Change, or Too Much Change Too Fast? | |
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| Reflective Practice: Pause and Think | |
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| Influencing the Larger Context: Let's Define Justice | |
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| Reflective Practice: Pause and Think | |
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| Assessment Model | |
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| Ways for You to Do It | |
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| Conclusions | |
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| The Ultimate Application | |
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| The Superintendent Internship | |
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| Introduction | |
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| Substantial | |
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| Sustained | |
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| Standards-Based | |
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| Domain I - Leadership of the Educational Community | |
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| Domain II - Instructional Leadership | |
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| Domain III - Administrative Leadership | |
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| Real Settings | |
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| Planned and Guided Cooperatively | |
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| Graduate Credit | |
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| Assessment Model | |
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| Conclusions | |
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| The Ultimate Application | |
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| It's Up to You | |
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| Final Applications | |
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| Recommendations | |
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| Go Forth, and Do Well! | |
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| Suggested Additional Reading | |
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| References | |
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| Index | |