| |
| |
| Foreword | |
| |
| |
| |
| Preface | |
| |
| |
| How This Book Was Written | |
| |
| |
| Intended Audience | |
| |
| |
| Method of Citation | |
| |
| |
| Scope and Organization | |
| |
| |
| Acknowledgments | |
| |
| |
| About the Editors | |
| |
| |
| About the Contributors | |
| |
| |
| Introduction: Leadership for Excellence in Learning | |
| |
| |
| The Mission Is Student Learning | |
| |
| |
| What Is Leadership? | |
| |
| |
| Assumptions About the Nature of Leadership | |
| |
| |
| Conclusion: A Passion for Learning | |
| |
| |
| |
| The State of School Leadership | |
| |
| |
| |
| The Landscape of School Leadership | |
| |
| |
| |
| The State of the Principalship: A Snapshot | |
| |
| |
| The Supply and Demand Challenge | |
| |
| |
| What Is the Principal's Proper Role? | |
| |
| |
| Conclusion: What's Over the Next Hill? | |
| |
| |
| Reflections | |
| |
| |
| |
| The Effects of Leadership | |
| |
| |
| |
| The Search for Leadership Effects | |
| |
| |
| Syntheses of the Evidence | |
| |
| |
| Essential Acts of Leadership | |
| |
| |
| Conclusion: A Compass, Not a Road Map | |
| |
| |
| Reflections | |
| |
| |
| |
| The Person | |
| |
| |
| |
| Portrait of a Leader | |
| |
| |
| |
| The Characteristics of Leaders | |
| |
| |
| Personality | |
| |
| |
| Competence | |
| |
| |
| Mastery of Self | |
| |
| |
| Interpersonal Competence | |
| |
| |
| Character | |
| |
| |
| Leadership Behaviors | |
| |
| |
| The Genesis of Leadership | |
| |
| |
| What We Don't Know About Leadership | |
| |
| |
| Implications | |
| |
| |
| Conclusion: A Sketch for Each Leader to Complete | |
| |
| |
| Reflections | |
| |
| |
| |
| Leadership Styles and Strategies | |
| |
| |
| |
| Dimensions of Leadership Style | |
| |
| |
| Unanswered Questions About Style | |
| |
| |
| The Importance of Style | |
| |
| |
| Leadership Strategies | |
| |
| |
| Hierarchical Leadership | |
| |
| |
| Transformational Leadership | |
| |
| |
| Facilitative Leadership | |
| |
| |
| Is There a Best Strategy? | |
| |
| |
| Choosing a Strategy | |
| |
| |
| Conclusion: The Need for Clarity of Purpose | |
| |
| |
| Reflections | |
| |
| |
| |
| Developing School Leaders | |
| |
| |
| |
| A Developmental Perspective | |
| |
| |
| The Phases of Principals' Careers | |
| |
| |
| The Special Case of the Assistant Principal | |
| |
| |
| Assessment Tools for Developing Leadership | |
| |
| |
| Conclusion: A Pathway Uncertain Yet Sure | |
| |
| |
| Reflections | |
| |
| |
| |
| The Values | |
| |
| |
| |
| Ethical Leadership | |
| |
| |
| |
| The Virtuous Leader | |
| |
| |
| Making Ethical Decisions | |
| |
| |
| Leaders as Advocates | |
| |
| |
| Conclusion: A Question of Destiny | |
| |
| |
| Reflections | |
| |
| |
| |
| Visionary Leadership | |
| |
| |
| |
| The Nature of Vision | |
| |
| |
| The Impact of Vision | |
| |
| |
| The Problem With Vision | |
| |
| |
| The Leader's Role | |
| |
| |
| Developing Personal Vision | |
| |
| |
| Tailoring the Vision to the School | |
| |
| |
| Institutionalizing the Vision | |
| |
| |
| Beyond Vision: The Learning Organization | |
| |
| |
| Conclusion: Change as a Driving Force for Excellence | |
| |
| |
| Reflections | |
| |
| |
| |
| Cultural Leadership | |
| |
| |
| |
| The Power of a Strong Culture | |
| |
| |
| The Perspective of This Chapter | |
| |
| |
| The Heart of the Matter | |
| |
| |
| The Meaning of Culture | |
| |
| |
| Three Levels of Culture | |
| |
| |
| Principles for Shaping School Culture | |
| |
| |
| How Leaders Construct Culture | |
| |
| |
| Shaping the Student Subculture | |
| |
| |
| Fostering a Sense of Community | |
| |
| |
| Conclusion: Having the Heart to Persevere | |
| |
| |
| Reflections | |
| |
| |
| |
| The Structure | |
| |
| |
| |
| Accountable Leadership | |
| |
| |
| |
| The Many Faces of Accountability | |
| |
| |
| The Leadership Challenge | |
| |
| |
| Using Accountability to Improve Learning | |
| |
| |
| Conclusion: A Core Leadership Responsibility | |
| |
| |
| Reflections | |
| |
| |
| |
| Site-Based Management | |
| |
| |
| |
| History and Structure of SBM | |
| |
| |
| Participants | |
| |
| |
| Site Councils | |
| |
| |
| SBM and Academic Achievement | |
| |
| |
| Role of the Principal in SBM | |
| |
| |
| Role of the Superintendent and Other Administrators | |
| |
| |
| Conclusion: Leaders' Commitment Drives Change | |
| |
| |
| Reflections | |
| |
| |
| |
| Distributed Leadership | |
| |
| |
| |
| Who Was That Masked Man, Anyway? | |
| |
| |
| An Alternative Conception: Distributed Leadership | |
| |
| |
| The Continuum of Leadership | |
| |
| |
| Distributed Leadership in Schools | |
| |
| |
| Varieties of Distributed Leadership | |
| |
| |
| Making Distributed Leadership Work | |
| |
| |
| Expanding Leadership Through Work Teams | |
| |
| |
| Conclusion: Why the Effort Is Worthwhile | |
| |
| |
| Reflections | |
| |
| |
| |
| Political Leadership | |
| |
| |
| |
| The Two Worlds of School Politics | |
| |
| |
| Acting Politically | |
| |
| |
| Conclusion: Being Political, Remaining Ethical | |
| |
| |
| Reflections | |
| |
| |
| |
| The Mission: Student Learning | |
| |
| |
| |
| Instructional Leadership: Supporting the Learning Process | |
| |
| |
| |
| What Is Learning? | |
| |
| |
| Clarifying the Goals of Purposeful Learning | |
| |
| |
| Selecting Instructional Strategies | |
| |
| |
| Conclusion: Collaboration Is the Route to Success | |
| |
| |
| Reflections | |
| |
| |
| |
| Instructional Leadership: Progress Monitoring | |
| |
| |
| |
| What Is Progress Monitoring? | |
| |
| |
| Using Multiple Sources of Information to Monitor Progress | |
| |
| |
| Improving the Interpretation and Use of Information | |
| |
| |
| Communicating Progress | |
| |
| |
| An Example: Progress Monitoring in a School District | |
| |
| |
| Conclusion: A Career-Long Practice | |
| |
| |
| Reflections | |
| |
| |
| |
| Instructional Leadership: Cultivating a Learning-Focused Community in Schools | |
| |
| |
| |
| What Is a Learning-Focused Community? | |
| |
| |
| Why Do Students Engage in or Avoid Achievement-Directed Behavior? | |
| |
| |
| How Do Learning Communities Influence Students' Achievement Behavior? | |
| |
| |
| How Does the Learning Environment Influence Teachers? | |
| |
| |
| Cultivating a Focus on Learning in the School Community | |
| |
| |
| Conclusion: The Need for Creativity and Resolve | |
| |
| |
| Reflections | |
| |
| |
| |
| The Skills | |
| |
| |
| |
| Communicating | |
| |
| |
| |
| Principles of Organizational Communication | |
| |
| |
| Communication and Student Learning | |
| |
| |
| The Communication Process | |
| |
| |
| Communication Skills | |
| |
| |
| The Silent Language | |
| |
| |
| Administrative Writing | |
| |
| |
| Conclusion: Perseverance Pays Off | |
| |
| |
| Reflections | |
| |
| |
| |
| Engaging the Public | |
| |
| |
| |
| A New Way of Doing Business | |
| |
| |
| Connecting With the Community | |
| |
| |
| Creating a Community-Relations Plan | |
| |
| |
| Delivering the Message | |
| |
| |
| Working With the News Media | |
| |
| |
| Evaluating Community-Relations Efforts | |
| |
| |
| Conclusion: Engaging for Mutual Benefit | |
| |
| |
| Reflections | |
| |
| |
| |
| Managing Data for Decision Making: Creating Knowledge From Information | |
| |
| |
| |
| Principles of Data-Driven Decision Making | |
| |
| |
| Developing an Infrastructure for Managing and Interpreting Data | |
| |
| |
| Getting Accurate Data From All Students: Technical Adequacy and Universal Design | |
| |
| |
| Reference for Interpreting Results: Using Graphic Displays to Evaluate Performance | |
| |
| |
| Conclusion: The Goal Is Progress for All Students | |
| |
| |
| Reflections | |
| |
| |
| |
| Allocating Human, Financial, and Physical Resources | |
| |
| |
| |
| Human Resources: Creating and Sustaining Human and Social Capital | |
| |
| |
| Fiscal Resources: Making the Best Use of Existing Financial Resources | |
| |
| |
| Physical Resources: Maintaining and Enhancing the Physical Environment of Schools | |
| |
| |
| Conclusion: Comprehensive Planning Is Best Practice | |
| |
| |
| Reflections | |
| |
| |
| References | |
| |
| |
| Index | |