Efnisyfirlit

• Front Matter
  • SOURCES
  • ABOUT THE EDITOR
  • DEDICATION
  • ABOUT THE AUTHORS
  • INTRODUCTION
  • ACKNOWLEDGMENTS
• PART ONE THE PRINCIPLES OF LEADERSHIP
  • 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: NOTES FROM THE SWAMP
    • NOTICE
    • 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
      • Figure 4.1. Trustworthy Leadership Matrix
      • Visioning
      • Modeling
      • Coaching
      • Managing
      • Mediating
    • Successful Schools
    • Putting It into Action
      • Points About Becoming a Trustworthy Leader
    • Discussion Questions
    • REFERENCES
  • 5 PRESENCE
    • The Ethics of Presence
    • The Link Between Responsibility and Authenticity
    • Types of Presence
      • Affirming Presence
      • Critical Presence
      • Enabling Presence
        • Table 5.1. The Ethics of Presence for Educational Leaders
    • Responsibility, Authenticity, and Presence
      • Figure 5.1. Foundational Ethics for Educational Leadership
      • Figure 5.2. The Dynamics Among the Foundational Virtues of Educational Leadership
    • Discussion Questions
    • REFERENCES
  • 6 EDUCATIONAL LEADERSHIP POLICY STANDARDS: ISLLC 2008: THE COUNCIL OF CHIEF STATE SCHOOL OFFICERS
    • Introduction
    • Policy Standards: Building a Better Vision for Leadership
      • Responding to the Field
        • IMPROVING LEADERSHIP STANDARDS
      • Developing the Policy Standards
        • SETTING THE STAGE FOR ISLLC 2008
    • Research Offers New Insight on Education Leadership
      • Effective Leaders Promote Better Teaching
    • A Comprehensive Strategy to Improve Education Leadership Strategy
      • Figure 6.1. ISLLC 2008 at a Glance
      • 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
        • FUNCTIONS
      • Standard 2
        • FUNCTIONS
      • Standard 3
        • FUNCTIONS
      • Standard 4
        • FUNCTIONS
      • Standard 5
        • FUNCTIONS
      • Standard 6
        • FUNCTIONS
    • Discussion Questions
    • REFERENCES
• PART TWO LEADERSHIP FOR SOCIAL JUSTICE
  • LEADERSHIP FOR SOCIAL JUSTICE
  • 7 LESSONS LEARNED: CULTURAL ASSETS INFORM ACTIONS
    • Leading Lessons in a Rubric
      • Table 7.1. Cultural Proficiency Leadership Rubric
    • Making Meaning of the Rubric
      • Reflection
      • Reflection
    • Leading Lesson Learned
      • Reflection
    • Discussion Questions
    • REFERENCES
  • 8 A NEW WAY: DIVERSE COLLECTIVE LEADERSHIP
    • 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
        • A DAY IN THE LIVES OF TWO SECONDARY PRINCIPALS
    • Discussion Questions
    • REFERENCES
  • 9 WHY G QUOTIENT LEADERSHIP WORKS
    • AUTHOR'S NOTE BY KIRK SNYDER NOVEMBER 27, 2012
    • 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: THE GENEROSITY OF SPIRIT
    • 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: BUILDING AN EQUITY CONSCIOUSNESS IN EDUCATIONAL LEADERSHIP PROGRAMS
    • 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
  • 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: HAVE THEORY, WILL TRAVEL
    • Neither Theory nor Action
    • One Big Caution
    • Theories That Travel
      • Figure 13.1. The Six Secrets
    • Using a Good Theory
    • Discussion Questions
    • REFERENCES
  • 14 CONCLUSION: BRINGING THE OUTWARD AND INWARD FOCUS TOGETHER
    • Hold High Expectations for All Our Students
      • Exhibit 14.1. SoCal District's Four-Column Immunity Map, in Process
      • Exhibit 14.2. SoCal District's Four-Column Immunity Map, Revised
    • Involve Building and Central Office Administrators in Instruction
      • CONDITIONS, CULTURE, OR ADAPTIVE CHALLENGE?
      • Exhibit 14.3. David's Four-Column Immunity Map
    • Choose a Priority and Stay Relentlessly Focused on It
      • Exhibit 14.4. Four-Column Map Reflecting Three Superintendents
      • Exhibit 14.5. Principal's Four-Column Immunity Map
      • Table 14.1. Adaptive Challenges of Change Leadership
    • 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
    • Figure 15.1. Four Sets of School Conditions to Improve in Order to Influence Student Learning
    • 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
      • Exhibit 17.1. Risk-Taking Assessment
    • Discussion Questions
    • NOTE
• PART FOUR LEADERSHIP FOR LEARNING
  • LEADERSHIP FOR LEARNING
  • 18 THREE CAPABILITIES FOR STUDENT-CENTERED LEADERSHIP
    • Applying Relevant Knowledge
      • Applying Relevant Knowledge to Decisions About Classroom Observation
        • Table 18.1. The Relationship Between Three Principals' Pedagogical Understandings and Their Conduct of Classroom Observations
      • Applying Relevant Knowledge to Decisions About Curriculum Selection and Student Grouping
    • Solving Complex Problems
      • Table 18.2. A Problem-Solving Skill: Identifying Solution Requirements
    • Creating a Satisfactory Solution
      • Leading the Problem-Solving Process
        • Table 18.3. Principals' Problem Solving: A Comparison of Expert and Typical Principals
    • Building Relational Trust
      • The Determinants of Trust
        • Figure 18.1. How Relational Trust Works in Schools
      • Building Trust While Tackling Tough Issues
        • Figure 18.2. Two Ineffective Strategies for Dealing with Performance Problems
      • From Closed-to-Learning Conversations (CLCs) to Open-to-Learning Conversations (OLCs)
      • The Key Components of an Open-to-Learning Conversation
        • Table 18.4. An Open-to-Learning Approach to Communicating Performance Concerns
        • Table 18.5. Key Components of an Open-to-Learning Conversation About a Performance Issue
    • 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
    • ALL-ON-ONE: FEEDBACK ON FEEDBACK AT A LEADERSHIP TEAM MEETING
    • CORE IDEA
    • CORE IDEA
    • Choosing Leaders
    • Training Your Team
      • Start with the Leader's Schedule
      • Launch the Initial Training
        • Table 20.1. Instructional Leader's Schedule
      • Offer Refreshers Throughout the Year
    • Leveraging Leadership Team Meetings: Iron Sharpens Iron
      • Common Errors of Leadership Team Meetings
        • CORE IDEA
      • Redefining the Leadership Team Meeting
        • LEVERAGING LEADERSHIP CHECK-INS
          • DATA-DRIVEN INSTRUCTION
          • OBSERVATION AND FEEDBACK
          • PLANNING
          • LEADING PROFESSIONAL DEVELOPMENT
        • PUTTING IT INTO ACTION
          • WEEK 1
          • WEEK 2
          • WEEK 3
          • WEEK 4
          • WEEKS 5–7
          • WEEK 8
    • Evaluate What Matters Most
    • Conclusion: Leader Support, Student Success
      • Table 20.2. Evaluating Instructional Leadership: Sample Column from Instructional Leadership Rubric
      • FOUR KEYS TO LEADERSHIP TEAM DEVELOPMENT
    • Discussion Questions
  • 21 HOW TO HARNESS FAMILY AND COMMUNITY ENERGY: THE DISTRICT'S ROLE
    • 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 District and School Levels?
        • ATLAS SCHOOL DISTRICT
        • NORTH WHITE PINE COUNTY SCHOOL DISTRICT
      • How Do Districts Influence the Level of Community Engagement in Schools?
        • GLENHURST SCHOOL DISTRICT
        • NORTH WHITE PINE COUNTY SCHOOL DISTRICT
        • Figure 21.1. Relationship Between District Support for Community Involvement and School-Level Engagement, as Measured by Principal's Perceptions of Parent Influence
      • How Do Participatory and Collective Leadership Structures Relate to Student Learning?
        • Figure 21.2. Shared Leadership and Student Achievement
    • What Might We Conclude?
    • Implications for Policy and Practice
    • Discussion Questions
    • NOTES
    • REFERENCES
  • 22 LEADERSHIP AS STEWARDSHIP: “WHO'S SERVING WHO?”
    • 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
    • REFERENCES
• PART FIVE THE FUTURE OF LEADERSHIP
  • 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: SAVING CREATIVITY
    • 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: CREATING SCHOOLS FOR ALL KINDS OF MINDS
    • Introducing Learning Strategies Is a “Small Win”
    • One Elementary School Is Determined to Teach Children How to Learn
      • PICTURE THIS!
    • Learning About Neurodevelopmental Constructs Can Strengthen School Instructional Initiatives
    • One Learning Leader Can Be a Catalyst for School Transformation
      • Table 26.1. Translating the Constructs into Relevant Aims of Education
    • Learning Leaders Are Adopting New Roles in Schools
    • Ongoing Commitment to Faculty Learning Supports Ongoing Focus on Student Learning
      • ONGOING PROFESSIONAL DEVELOPMENT SESSIONS AT WASATCH ACADEMY
    • Revisiting School Practices and Policies
    • Confronting Current Challenges in Practice While Creating Stories of Optimism
    • Discussion Questions
    • NOTES
  • 27 INTEGRATION: PUTTING IT ALL TOGETHER TO MAKE SCHOOLS SMARTER
    • Learning Online
      • PREDICTIONS
    • The Blended Menu
    • School of One
    • Rocketship Education
    • Kunskapsskolan
    • AdvancePath Academics
    • K12 and the Virtual Academies
    • Around the Corner
      • PREDICTIONS
    • Architecture of Achievement
    • The Blended Future
    • Discussion Questions
    • NOTES
  • 28 RESOURCEFULNESS: RESTRAINT AND RENEWAL
    • 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

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