Efnisyfirlit

• Contents
• Sources
• About the Editor
• About the Authors
• Introduction
• Acknowledgments
• Part One: The Principles of Leadership
• 1. “Give Me a Lever Long Enough . . . and Single-Handed I Can Move the World”
• Disciplines of the Learning Organization
• The Fifth Discipline
• Metanoia—a Shift of Mind
• Putting the Ideas into Practice
• Discussion Questions
• Notes
• 2. The Nature of Leadership
• Distinctions
• Leaders and Managers
• The Many Kinds of Leaders
• Leaders and History
• Settings
• Judgments of Leaders
• Devolving Initiative and Responsibility
• Institutionalizing Leadership
• Discussion Questions
• References
• 3. The Unheroic Side of Leadership
• Today’s Top Tune
• Developing a Shared Vision
• Asking Questions
• Coping with Weakness
• Listening and Acknowledging
• Depending on Others
• Letting Go
• Notes
• Discussion Questions
• References
• 4. Becoming a Trustworthy Leader
• Trustworthy School Leadership
• Visioning
• Modeling
• Coaching
• Managing
• Mediating
• Successful Schools
• Putting It into Action
• Discussion Questions
• References
• 5. Presence
• The Ethics of Presence
• The Link Between Responsibility and Authenticity
• Types of Presence
• Affirming Presence
• Critical Presence
• Enabling Presence
• Responsibility, Authenticity, and Presence
• Discussion Questions
• References
• 6. Educational Leadership Policy Standards: ISLLC 2008
• Introduction
• Policy Standards: Building a Better Vision for Leadership
• Responding to the Field
• Developing the Policy Standards
• Research Offers New Insight on Education Leadership
• Effective Leaders Promote Better Teaching
• A Comprehensive Strategy to Improve Education Leadership Strategy
• Training Programs with Established Performance Expectations
• Licensing and Induction
• Evaluating Performance
• Supporting Leaders Throughout the Career Continuum
• Improving Working Conditions
• Educational Leadership Policy Standards
• Standard 1
• Standard 2
• Standard 3
• Standard 4
• Standard 5
• Standard 6
• Discussion Questions
• References
• Part Two: Leadership for Social Justice
• 7. Lessons Learned
• Leading Lessons in a Rubric
• Making Meaning of the Rubric
• Reflection
• Reflection
• Leading Lesson Learned
• Reflection
• Discussion Questions
• References
• 8. A New Way
• Leading Collectively for Change
• Relational Power
• Social Network Theories and Change
• Fluid Lines of Communication
• The Power of Cognitive Shifts
• Stages of Cognitive Shifts
• Framing Problems
• Framing Possible Solutions
• Framing the Constituency
• Discussion Questions
• References
• 9. Why G Quotient Leadership Works
• It’s a Brand New Neighborhood
• Inclusion Is Profitable
• Happiness Matters
• Advancing a New Type of Power
• Mistakes Can Lead to Innovation
• Employees Need to Own Their Jobs
• Discussion Questions
• Notes
• 10. Engaging in Educational Leadership
• Introduction
• Literature Review
• The Story and the Key Principles of Engaging in Leadership
• The Concept of Ha
• The Concept of Place
• The Sacredness of Relations and Mana
• The Concept of Individual Generosity and Collective Action
• From Epistemology to Community Praxis: A Model for Engaging in Leadership
• Methods: Sharing the Life-Soul Stories of Indigenous Educational Leaders
• Wave Leader
• Light Leader
• Sound Leader
• Engaging in Leadership Leads to Self-Determination
• Concluding Thoughts
• Discussion Questions
• Notes
• References
• 11. The Role of Special Education Training in the Development of Socially Just Leaders
• Unmet Needs: A Review of the Literature
• Special Education Training: A Critical Skill for School Administrators
• Limited Access: The Scarcity of Programs
• Limited Knowledge: Personal Experience and Accountability
• Educational Leadership Program Standards: Where Special Education Meets Social Justice
• The ELCC Standards: Bridging the Gap with Special Education
• A Challenging Task: Building an Equity Consciousness for School Leaders
• Social Justice, Special Education, and Special Education Law: Tying It All Together
• Special Education Law and Equity: What Cannot Be Ignored
• Concluding Thoughts and Recommendations for Future Action
• Discussion Questions
• Declaration of Conflicting Interests
• Funding
• References
• Part Three: Culture and Change
• 12. Culture in Question
• Nondiscussables
• Changing the Culture
• Learning Curves off the Chart
• A Community of Learners
• At-Risk Students
• The Lifelong Learner
• Discussion Questions
• Notes
• 13. Introduction
• Neither Theory nor Action
• One Big Caution
• Theories That Travel
• Using a Good Theory
• Discussion Questions
• References
• 14. Conclusion
• Hold High Expectations for All Our Students
• Involve Building and Central Of.ce Administrators in Instruction
• Choose a Priority and Stay Relentlessly Focused on It
• Foster a Widespread Feeling of Urgency for Change
• Encourage a New Kind of Leader
• Develop a New Kind of Administrative Team
• Leadership Practice Communities: A Personal Learning Challenge
• Definitions for Change
• Shining a Broader Light on Change
• Implications for the Change Leader: Toward Adaptive Work
• Embrace the Fuller Picture
• Set an Example
• Encourage Others to Take Up Their Own Personal Learning Work
• Welcome Contradictions
• Create Organizations That Increase Personal Capacities
• Concluding . . . or Commencing?
• Discussion Questions
• Notes
• 15. How to Reach High Performance
• Rational School Conditions
• Emotional School Conditions
• Organizational Conditions
• Family and Community Conditions
• Alignment of Conditions
• Discussion Questions
• References
• 16. Eight Roles of Symbolic Leaders
• Reading the Current School Culture
• Shaping a School Culture: The Roles of School Leaders
• School Leaders as Historians
• School Leaders as Anthropological Sleuths
• School Leaders as Visionaries
• School Leaders as Symbols
• School Leaders as Potters
• School Leaders as Poets
• School Leaders as Actors
• School Leaders as Healers
• Discussion Questions
• References
• 17. Risk
• A Culture of Caution
• How Much Am I Prepared to Risk?
• Risk-Taking and Learning
• Take a Risk
• Discussion Questions
• Note
• Part Four: Leadership for Learning
• 18. Three Capabilities for Student-Centered Leadership
• Applying Relevant Knowledge
• Applying Relevant Knowledge to Decisions About Classroom Observation
• Applying Relevant Knowledge to Decisions About Curriculum Selection and Student Grouping
• Solving Complex Problems
• Creating a Satisfactory Solution
• Leading the Problem-Solving Process
• Building Relational Trust
• The Determinants of Trust
• Building Trust While Tackling Tough Issues
• From Closed-to-Learning Conversations (CLCs) to Open-to- Learning Conversations (OLCs)
• The Key Components of an Open-to-Learning Conversation
• Summary
• Discussion Questions
• References
• 19. The Leader’s Role in Developing Teacher Expertise
• Making the Case for Instructional Expertise
• It Takes Expertise to Make Expertise
• Building Shared Understanding
• Conclusion
• Discussion Questions
• References
• 20. Managing School Leadership Teams
• Choosing Leaders
• Training Your Team
• Start with the Leader’s Schedule
• Launch the Initial Training
• Offer Refreshers Throughout the Year
• Leveraging Leadership Team Meetings: Iron Sharpens Iron
• Common Errors of Leadership Team Meetings
• Redefining the Leadership Team Meeting
• Evaluate What Matters Most
• Conclusion: Leader Support, Student Success
• Discussion Questions
• 21. How to Harness Family and Community Energy
• What Do We Know from Prior Research?
• Creating Democratic Structures
• District and School Characteristics That Support or Inhibit Family and Community Participation
• Family Engagement and Student Learning
• New Evidence for This Chapter
• Method
• Which District Policies and Practices Foster or Hinder Family and Community Engagement at the Distri
• How Do Districts Influence the Level of Community Engagement in Schools?
• How Do Participatory and Collective Leadership Structures Relate to Student Learning?
• What Might We Conclude?
• Implications for Policy and Practice
• Discussion Questions
• Notes
• References
• 22. Leadership as Stewardship
• Stewardship in Practice
• The Many Forms of Leadership
• Servant Leadership
• Practicing Servant Leadership
• Purposing
• Empowerment
• Leadership by Outrage
• Power Over and Power To
• The Female Style
• Servant Leadership and Moral Authority
• Stewardship
• Discussion Questions
• Rerferences
• Part Five: The Future of Leadership
• 23. Portraits of Teacher Leaders in Practice
• Leading in California
• Yvonne Divans Hutchinson: Connecting Teaching, Learning, Leading, and Living
• The Context and Character of Yvonne’s Classroom
• Connecting Classroom Practice to Teacher Leadership
• Beliefs and Practices
• Respecting Difference
• Going Public
• Sarah Capitelli: Leading Informally Through Inquiry into Practice
• Inquiry as an Entry into Leadership
• Leadership Beliefs and Practices
• Leadership as Inquiry, Inquiry as Leadership
• Leading in Maine
• Gerry Crocker: Linking Vision, Beliefs, and Practice
• Beliefs About Teaching and Vision of Schooling
• Leading in Reculturing an Existing School
• Leading in Culturing a New School
• Leading in Technology and Information Literacy
• Leading in High School Transformation
• David Galin: Leading in the “Middle Space”
• Beginnings: Teaching and Leading at the Same Time
• Teaching and Leading in a New Role
• Local Assessment Development
• Facilitating National Board Certification
• Platform for Teacher Leadership
• Teacher Leadership: From Practice to Theory
• Discussion Questions
• References
• 24. Transcending Teaching’s Past
• Shannon, an Online Pioneer
• José, a Seeker and Powerful Speaker
• The Gendered History of Teaching
• Teaching as a “Semi-Profession”
• A Small Revolution Begins
• A Culture of Trust and Transparency
• A Classroom Without Walls
• Resisting Traditional Hierarchies
• Discussion Questions
• Selected Web Sites
• Notes
• 25. U-Turn to Prosperity
• Creativity in Demand: The New Middle Class
• Creativity in Crisis: Damages of U.S. Education Reforms
• Saving Creativity: U-Turn to Future Prosperity
• Discussion Questions
• References
• 26. Getting Started
• Introducing Learning Strategies Is a “Small Win”
• One Elementary School Is Determined to Teach Children How to Learn
• Learning About Neurodevelopmental Constructs Can Strengthen School Instructional Initiatives
• One Learning Leader Can Be a Catalyst for School Transformation
• Learning Leaders Are Adopting New Roles in Schools
• Ongoing Commitment to Faculty Learning Supports Ongoing Focus on Student Learning
• Revisiting School Practices and Policies
• Confronting Current Challenges in Practice While Creating Stories of Optimism
• Discussion Questions
• Notes
• 27. Integration
• Learning Online
• The Blended Menu
• School of One
• Rocketship Education
• Kunskapsskolan
• AdvancePath Academics
• K12 and the Virtual Academies
• Around the Corner
• Architecture of Achievement
• The Blended Future
• Discussion Questions
• Notes
• 28. Resourcefulness
• Improvement and Energy
• Closed and Open Systems
• Mechanical Waste
• Ecological Restraint and Renewal
• Restraint
• Renewal
• Three Sources of Renewal
• Trust
• Confidence
• Emotion
• Conclusion
• Discussion Questions
• References