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Preface | |
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Introduction | |
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Establishing a Foundation for Leadership in Schools | |
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Preparing Leaders for 21st-Century Schools | |
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Introduction | |
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21st-Century School Leadership Defined | |
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Standards, Competencies, and Accountability Measures | |
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The Competencies | |
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Styles of Leadership for 21st-Century Schools | |
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Accountability Measures | |
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Making the Connection: The Remaining Chapters | |
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Implications for Leadership | |
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Reflective Practice | |
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Chapter Essentials | |
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References | |
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Dimension 1: Understanding Self and Others | |
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Leading with an Understanding of Self | |
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Introduction | |
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The Value of Understanding Self | |
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Observing the Effects of Leader Behavior | |
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Scenario: The Leadership Behavior of Principal Carter | |
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Benefits from Acquiring an Understanding of Self | |
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Outcome from Acquiring an Understanding of Self | |
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Implications for Leadership | |
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Reflective Practice | |
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Chapter Essentials | |
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References | |
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Leading with an Understanding of Others | |
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Introduction | |
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Developing an Understanding of Others | |
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The Benefit of Understanding Others | |
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Implications for Leadership | |
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Reflective Practice | |
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Chapter Essentials | |
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References | |
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Dimension 2: Understanding the Complexity of Organizational Life | |
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The Social Interaction in Schools | |
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Introduction | |
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Organizations Defined | |
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Scenario: Harpo Allen Middle School | |
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Elements Contributing to the Complexity of Organizational Life | |
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Implications for Leadership | |
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Reflective Practice | |
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Chapter Essentials | |
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References | |
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Perspectives on School Structure: Chaos or Efficiency | |
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Introduction | |
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Organizational Structure Defined | |
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The Different Types of Structure | |
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Structural Configurations for the 21st-Century Schoolhouse | |
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Scenario: Superintendent Chooses First Year Principal to Lead Fresh Start School | |
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Implications for Leadership | |
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Reflective Practice | |
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Chapter Essentials | |
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References | |
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The Principal's Role in Establishing and Retaining a Quality Teaching Faculty | |
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Introduction | |
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Teacher Recruitment, Selection, Induction, and Placement | |
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Instructional Supervision | |
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A Mentoring Program for Teachers | |
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Professional Development and Career Advancement | |
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Implications for Leadership | |
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Reflective Practice | |
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Chapter Essentials | |
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References | |
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Dimension 3: Building Bridges Through Relationships | |
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Developing Relationships for Effective Leadership in Schools | |
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Introduction | |
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Relationships Defined | |
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The Importance of Establishing Positive Relationships in Schools | |
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Types of Relationships Needed to Foster Goal Attainment | |
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Approaches to Building Effective School Relationships | |
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Benefits Derived from Establishing Effective Relationships | |
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Implications for Leadership | |
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Reflective Practice | |
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Chapter Essentials | |
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References | |
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Dimension 4: Engaging in Leadership Best Practices | |
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Utilizing Leadership Practices for Educational Renewal | |
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Introduction | |
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Understanding Best Practices | |
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The Thirteen Core Competencies and Related Best Practices | |
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Putting Best Practices into Action | |
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Implications for Leadership | |
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Reflective Practice | |
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Chapter Essentials | |
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References | |
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Putting Instructional Leadership into Practice: A Model for Instructional Improvement | |
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Introduction | |
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Setting the Stage for Change | |
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Creating and Communicating the Vision | |
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Identification of the Discrepancy | |
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Selecting the Program Strategy | |
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Assessing the School's Capacity for Change | |
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Building the Capacity for Change | |
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Implementing the Identified Change | |
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The Evaluation Phase | |
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Implications for Leadership | |
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Reflective Practice | |
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Chapter Essentials | |
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References | |
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Concluding Thoughts | |
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Relating Phases of Instructional Change to the 13 Core Competencies | |
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Suggested Readings | |
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Roles and Responsibilities of the Principal | |
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The Key Elements of Impacting Schools | |
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Twelve Educational Postulates: An Agenda for 21st-Century Educational Leaders | |