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Preparing School Leaders for the 21st Century Book

Preparing School Leaders for the 21st Century
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Preparing School Leaders for the 21st Century, The quality and success of schools depend upon school leadership. Increasingly, in many countries worldwide, this belief has led to designing and implementing appropriate training and development programs for educational leaders. In an international compa, Preparing School Leaders for the 21st Century
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  • Preparing School Leaders for the 21st Century
  • Written by author Stephen Gerhard Huber
  • Published by Taylor & Francis, Inc., 1/1/2004
  • The quality and success of schools depend upon school leadership. Increasingly, in many countries worldwide, this belief has led to designing and implementing appropriate training and development programs for educational leaders. In an international compa
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Authors

Abstract xi
Preface xvii
Terms and Abbreviations xix
Lists of Figures and Tables xxiii
I. Context of Research Stephan Huber
1. School Leadership: Roles, Tasks, Competences, and Conceptions 1
2. Aim and Scope of this International Comparison 13
3. Methodology and Methods 14
II. Comparison and Discussion of Findings Stephan Huber
1. Provider: Monopoly or Market, Centralised or Decentralised Planning and Implementation of Programs 15
2. Target Group, Timing, Nature of Participation, and Professional Validity: Multiple Approaches 24
3. Aims: Different Goals, Orientations, and Conceptions 32
4. Contents: What Is Important? 40
5. Methods: Learning in Lectures, Seminars, Workshops, from Colleagues, and in the Workplace 47
6. Pattern: One Size for All or Multi-Phase Designs and Modularisation 72
III. Conclusions and Outlook Stephan Huber
1. Current Trends from a Global Perspective 83
2. Evaluation, Best Practice, and Multi-Stage Adjustment of Aims in School Leader Development 92
3. Recommendations for Designing and Conducting Training and Development Programs 97
4. What Has to be Done by Research? 103
IV. Country Reports
Europe
Sweden: Split Responsibility between State and Municipalities 106
Denmark: No Need for Regulations and Standards? 117
England: Moving Quickly towards a Coherent Provision 126
The Netherlands: Diversity and Choice 143
France: Recruitment and Extensive Training in State Responsibility 159
Germany: Courses at the State-Run Teacher Training Institutes 170
Switzerland: Canton-Specific Qualification for Newly Established Principalships 188
Austria: Mandatory Training according to State Guidelines 199
South Tyrol, Italy: Qualifying for 'Dirigente' at a Government-Selected Private Provider 210
Asia
Singapore: Full-Time Preparation for Challenging Times 218
Hong Kong: A Task-Oriented Short Course 227
Australia/New Zealand
New South Wales, Australia: Development of and for a 'Learning Community' 236
New Zealand: Variety and Competition 247
North America
Ontario, Canada: Qualifying School Leaders according to Standards of the Profession 257
Washington, New Jersey, California, USA: Extensive Qualification Programs and a Long History of School Leader Preparation 269
Washington: Working Together to Prepare Leaders 279
New Jersey: A New Paradigm for Preparing School Leaders 290
California: University- and State-Supported Professional Development 301


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