Best Leadership Practices for High-Poverty Schools presents both
the practice and theory of best leadership practices in
high-poverty schools. Authors Linda Lyman and Christine Villani
take a unique approach by inviting readers into two high-poverty
elementary schools where they will experience, through in-depth
case studies, how two extraordinary principals model and practice
their beliefs in the ability and worth of all children. Lyman and
Villani demonstrate that a successful learning community for
children of low-income families is based on the beliefs and
attitudes of the school leader and the entire school community.
Preparation programs for school principals typically do not provide
for study of the complexity of poverty or the leadership practices
that contribute to successful learning and achievement for children
in high-poverty schools. The concluding questions that the authors
pose provide a guide to developing best leadership practices that
make a difference to the learning, achievement, and lives of
children who live in poverty.This book offers: an insightful
overview of research about leadership strategies and beliefs in
high-poverty schools, causes and remedies for the achievement gap,
evidence of continuing racial and ethnic prejudice, the widespread
deficit thinking that limits learning. The authors challenge
leaders, teachers, staff members, and others to examine their own
attitudes and beliefs and then to commit to creating successful
learning communities for all children from low-income families.
This book is written as a resource for aspiring and practicing
principals, or anyone interested in improving educational
opportunities for children from families living in poverty.
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