Trapped between an encroaching tide of privatization and a rocky
theoretical shore, educational leadership in America's public
schools is ardently researched and professionally practiced, but
frequently besmirched and poorly understood. Despite the intentions
of public educators to engage all students with the original power
of education, disconnections caused by mandates, ideologies, and
theoretical fuzziness render educational leadership unreliable. The
capacities necessary for school leadership to function reliably on
behalf of all students are well within the grasp of present-day
public educators. But, the action or agency sufficient to enacting
educational leadership reliably is on hold. Educational leadership
throughout US public schools is submarined when disconnections and
ideological misdirection impede the primary purpose and the moral
obligation of public education. To fulfill the promises of public
education and restore the intentions of educational leadership
requires that educators, policymakers, and proponents of US public
education reimagine the interconnections that yield the primary
purpose and moral obligation of public education. Functional
educational leadership is examined throughout this book as the
agency necessary and sufficient for public education to discard the
forces and factors that impose unreliability.
General
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