The Jossey-Bass Reader on Educational Leadership
4.190 kr.
Lýsing:
The newest edition of the bestselling book on educational leadership This expanded and thoroughly updated edition of the popular anthology contains the articles, book excerpts, and seminal reports that define and drive the field of educational leadership today. Filled with critical insights from bestselling authors, education research, and expert practitioners, this comprehensive volume features six primary areas of concern: The Principles of Leadership; Moral and Trustworthy Leadership; Culture and Change; Leadership for Learning; Diversity and Leadership; The Future of Leadership.
Annað
- Höfundar: Margaret Grogan, Michael Fullan
- Útgáfa:3
- Útgáfudagur: 2013-05-06
- Hægt að prenta út 2 bls.
- Hægt að afrita 10 bls.
- Format:ePub
- ISBN 13: 9781118827154
- Print ISBN: 9781118456217
- ISBN 10: 1118827155
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
- Trustworthy School Leadership
- 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
- Responding to the Field
- 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
- Standard 1
- 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
- Leading Lessons in a Rubric
- 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
- 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
- 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
- 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
- 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
- Hold High Expectations for All Our Students
- 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
- 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
- Applying Relevant Knowledge to Decisions About Classroom Observation
- 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
- Leading the Problem-Solving Process
- Applying Relevant Knowledge
- 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
- The Determinants of Trust
- Making the Case for Instructional Expertise
- It Takes Expertise to Make Expertise
- Building Shared Understanding
- Conclusion
- Discussion Questions
- REFERENCES
- 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
- LEVERAGING LEADERSHIP CHECK-INS
- Common Errors of Leadership Team Meetings
- Table 20.2. Evaluating Instructional Leadership: Sample Column from Instructional Leadership Rubric
- FOUR KEYS TO LEADERSHIP TEAM DEVELOPMENT
- 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
- 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
- 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
- Learning Online
- 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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- Gerð : 208
- Höfundur : 11536
- Útgáfuár : 2013
- Leyfi : 379