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Preface iii
Introduction x
Part I Establishing a Foundation for Leadership in Schools 1
Chapter 1 Preparing Leaders for 21st-Century Schools 1
Introduction 2
21st-Century School Leadership Defined 3
Standards, Competencies, and Accountability Measures 5
The Competencies 9
Styles of Leadership for 21st-Century Schools 11
Accountability Measures 16
Making the Connection: The Remaining Chapters 17
Implications for Leadership 19
Reflective Practice 20
Chapter Essentials 20
References 21
Part II Dimension 1: Understanding Self and Others 23
Chapter 2 Leading with an Understanding of Self 24
Introduction 25
The Value of Understanding Self 27
Observing the Effects of Leader Behavior 31
Scenario: The Leadership Behavior of Principal Carter 31
Benefits from Acquiring an Understanding of Self 38
Outcome from Acquiring an Understanding of Self 44
Implications for Leadership 44
Reflective Practice 45
Chapter Essentials 45
References 46
Chapter 3 Leading with an Understanding of Others 48
Introduction 49
Developing an Understanding of Others 49
The Benefit of Understanding Others 55
Implications for Leadership 60
Reflective Practice 61
Chapter Essentials 62
References 63
Part III Dimension 2: Understanding the Complexity of Organizational Life 64
Chapter 4 The Social Interaction in Schools 65
Introduction 66
Organizations Defined 66
Scenario: Harpo Allen Middle School 67
Elements Contributing to the Complexity of Organizational Life 69
Implications for Leadership 81
Reflective Practice 82
Chapter Essentials 82
References 83
Chapter 5 Perspectives on School Structure: Chaos or Efficiency85
Introduction 86
Organizational Structure Defined 86
The Different Types of Structure 89
Structural Configurations for the 21st-Century Schoolhouse 95
Scenario: Superintendent Chooses First Year Principal to Lead Fresh Start School 99
Implications for Leadership 108
Reflective Practice 109
Chapter Essentials 109
References 110
Chapter 6 The Principal's Role in Establishing and Retaining a Quality Teaching Faculty 112
Introduction 113
Teacher Recruitment, Selection, Induction, and Placement 113
Instructional Supervision 118
A Mentoring Program for Teachers 121
Professional Development and Career Advancement 124
Implications for Leadership 126
Reflective Practice 127
Chapter Essentials 127
References 128
Part IV Dimension 3: Building Bridges Through Relationships 130
Chapter 7 Developing Relationships for Effective Leadership in Schools 131
Introduction 132
Relationships Defined 133
The Importance of Establishing Positive Relationships in Schools 133
Types of Relationships Needed to Foster Goal Attainment 135
Approaches to Building Effective School Relationships 140
Benefits Derived from Establishing Effective Relationships 146
Implications for Leadership 147
Reflective Practice 148
Chapter Essentials 148
References 149
Part V Dimension 4: Engaging in Leadership Best Practices 151
Chapter 8 Utilizing Leadership Practices for Educational Renewal 152
Introduction 153
Understanding Best Practices 153
The Thirteen Core Competencies and Related Best Practices 154
Putting Best Practices into Action 170
Implications for Leadership 171
Reflective Practice 171
Chapter Essentials 172
References 173
Chapter 9 Putting Instructional Leadership into Practice: A Model for Instructional Improvement 175
Introduction 176
Setting the Stage for Change 176
Creating and Communicating the Vision 177
Identification of the Discrepancy 181
Selecting the Program Strategy 182
Assessing the School's Capacity for Change 183
Building the Capacity for Change 185
Implementing the Identified Change 186
The Evaluation Phase 188
Implications for Leadership 191
Reflective Practice 192
Chapter Essentials 192
References 193
Concluding Thoughts 195
Appendix A Relating Phases of Instructional Change to the 13 Core Competencies 197
Appendix B Suggested Readings 203
Appendix C Roles and Responsibilities of the Principal 206
Appendix D The Key Elements of Impacting Schools 208
Appendix E Twelve Educational Postulates: An Agenda for 21st-Century Educational Leaders 213
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Steve Cristofaro
reviewed The Four Dimensions of Principal Leadership: A Framework for Leading 21st Century Schools on July 21, 2009
The Four Dimensions of Principal Leadership: A Framework for Leading 21st Century Schools
Charles Murray is one of the best known researchers and writers on various public policy topics. He is oftentimes maligned due to the fact that many of his positions and arguments fly in the face of the popular wisdom and challenge some of our most cherished prejudices. In the case of education, those prejudices have been the source of countless "reforms" that have had very little, if any, impact on the actual achievements of students they were meant to help. The latest one of those attempts, the No Child Left Behind act (NCLB) was the immediate inspiration of a series of articles that Charles Murray wrote for the Wall Street Journal. Those articles have been expanded and turned into this book. Because of politically sensitive nature of the topic, Murray is banding backwards to try to make his assumption as uncontroversial as possible and avoid for the most part the minefields of race, class and gender. The four assumptions that he bases all of his arguments are the following:
1. Ability varies.
2. Half of the children are below average.
3. Too many people are going to college.
4. America's future depends on how we educate the academically gifted.
The veracity of some of these assumptions can hardly be questioned - the second one is just a tautology. However, most people don't look education or their intellectual ability rationally, so it is worthwhile emphasizing the obvious. On the other hand the last two assumptions are very politically unpopular, and Murray expends considerable amount of space in backing them up and presenting the best possible arguments in their favor.
Unfortunately, I am not too optimistic that this book will have much of an impact on people who really need to make hard political choices. The real hope for change lays elsewhere - in an increasing number of technological and social developments that will create new pressures on the traditional educational system. The advent of the internet and the growing amount of resources for learning outside of the established educational venues will create an incentive for more flexible and diverse educational experience. The globalization of work will create pressures on schools and colleges to become more open to changes that will bring them in line with reality. In a meanwhile, we have to be grateful that there are people out there like Charles Murray who are willing to write so clearly and persuasively about these issues.
This is also probably Charles Murray's most accessible book so far. It is written in a conversational/polemic style with no footnotes, graphs, or tables. It is a very straightforward read and could be finished in a single sitting. Overall, there is so much going for this book that I really hope it will be read by a very wide audience.
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Add The Four Dimensions of Principal Leadership: A Framework for Leading 21st Century Schools, The Four Dimensions of Leadership offers readers an invaluable guide to the latest reforms and modifications to school systems. Comprehensively incorporating each major leadership principle advocated for modern school leaders, the text not only giv, The Four Dimensions of Principal Leadership: A Framework for Leading 21st Century Schools to the inventory that you are selling on WonderClubX
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Add The Four Dimensions of Principal Leadership: A Framework for Leading 21st Century Schools, The Four Dimensions of Leadership offers readers an invaluable guide to the latest reforms and modifications to school systems. Comprehensively incorporating each major leadership principle advocated for modern school leaders, the text not only giv, The Four Dimensions of Principal Leadership: A Framework for Leading 21st Century Schools to your collection on WonderClub |