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Many new approaches to school improvement are being proposed in the
current climate of assessment and school accountability. This book
explores one of these approaches, a new model of leadership
training known as Learner-Centered Leadership (LCL). It is built
around the fundamental idea that learning and learning communities
are natural processes that, when properly harnessed, can lead to
the highest levels of professional engagement and problem solving.
Key features of this exciting new approach to school leadership
include the following: Broad-based and Generative-The book's
narratives vividly illustrate the extraordinary ability of LCL to
generate new approaches to leadership development. For example,
encouraging and assisting school leaders to reflect on their own
leadership attributes relative to the implementation of the school
mission to ensure high teacher efficacy and student learning. In
this respect the volume contributes significantly to the field of
school leadership and professional development by extending above
and beyond a narrow focus on instructional leadership. Practice
Oriented-By creating communities that encourage conversation and
analysis the new data-driven models of school improvement are more
likely to be successfully implemented. Without analytical
discourse, the process of interpreting school data and transforming
it into practice would be largely lost. Conceptually
Appropriate-The realization that everyone within a school
(students, teachers, administrators) belongs to the same learning
community minimizes status differences and encourages teamwork. The
LCL administrator is much less likely to be authoritarian and
power-oriented and much more likely to be transformative and
student outcome focused. This book is appropriate for master's
level courses and certification seminars, and for inservice
workshops dealing with school leadership.
School Leader Internship, 5th Edition, challenges aspiring
educational leaders and interns to better assess, prepare, plan,
implement, and evaluate their internship experience in preparation
for certification, licensure, and advancement into school
building-level leadership positions. In this updated edition, the
content is organized around the latest National Education
Leadership Preparation (NELP) Standards and includes intern
activities that develop skills in essential areas including ethics,
equity and cultural responsiveness, curriculum development,
community of care, support of teachers and staff, school
partnerships, and continuous school improvement. This unique book
provides step-by-step guidance for interns, their supervisors, and
faculty on how to initiate an internship and evaluate interns' work
and is a critical resource for leadership preparation programs
nationwide and the thousands of school districts that support
leadership candidates. Special Features: The National Education
Leadership Preparation (NELP) Standards Assessment provides an
understanding of the wide breadth of experience and demonstration
of skills necessary for school leaders. Self and Superior
Assessment helps students to plan according to individual need,
experience, goals, and performance expectations. Internship Plans
allow students to assess, analyze, and prepare draft individualized
internship plans. Professional Report or Portfolio encourages
students to evaluate and reflect on their experiences and plan for
the future.
School Leader Internship, 5th Edition, challenges aspiring
educational leaders and interns to better assess, prepare, plan,
implement, and evaluate their internship experience in preparation
for certification, licensure, and advancement into school
building-level leadership positions. In this updated edition, the
content is organized around the latest National Education
Leadership Preparation (NELP) Standards and includes intern
activities that develop skills in essential areas including ethics,
equity and cultural responsiveness, curriculum development,
community of care, support of teachers and staff, school
partnerships, and continuous school improvement. This unique book
provides step-by-step guidance for interns, their supervisors, and
faculty on how to initiate an internship and evaluate interns' work
and is a critical resource for leadership preparation programs
nationwide and the thousands of school districts that support
leadership candidates. Special Features: The National Education
Leadership Preparation (NELP) Standards Assessment provides an
understanding of the wide breadth of experience and demonstration
of skills necessary for school leaders. Self and Superior
Assessment helps students to plan according to individual need,
experience, goals, and performance expectations. Internship Plans
allow students to assess, analyze, and prepare draft individualized
internship plans. Professional Report or Portfolio encourages
students to evaluate and reflect on their experiences and plan for
the future.
Over the last quarter century, educational leadership as a field
has developed a broad strand of research that engages issues of
social justice, equity and diversity. This effort includes the work
of many scholars who advocate for a variety of equity-oriented
leadership preparation approaches. Critical scholarship in
Education Administration and Educational Politics is concerned with
questions of power and in various ways asks questions around who
gets to decide. In this volume, we ask who decides how to organize
schools around criteria of ability and/or disability and what these
decisions imply for leadership in schools. In line with this
broader critical tradition of inquiry, this volume seeks to
interrogate policies, research and personnel preparation practices
which constitute interactions, discourses, and institutions that
construct and enact ability and disability within the disciplinary
field of education leadership. To do so, we present contributions
from multidisciplinary perspectives. The volume is organized around
four themes: 1. Leadership and Dis/Ability: Ontology, Epistemology,
and Intersectionalities; 2. Educational Leaders and Dis/ability:
Policies in Practice; 3. Experience and Power in Schools; 4.
Advocacy, Leverage, and the Preparation of School Leaders.
Intertwined within each theme are chapters, which explore
theoretical and conceptual themes along with chapters that focus on
empirical data and narratives that bring personal experiences to
the discussion of disabilities and to the multiple ways in which
disability shapes experiences in schools. Taken as a whole, the
volume covers new territory in the study of educational leadership
and dis/abilities at home, school, and work.
Over the last quarter century, educational leadership as a field
has developed a broad strand of research that engages issues of
social justice, equity and diversity. This effort includes the work
of many scholars who advocate for a variety of equity-oriented
leadership preparation approaches. Critical scholarship in
Education Administration and Educational Politics is concerned with
questions of power and in various ways asks questions around who
gets to decide. In this volume, we ask who decides how to organize
schools around criteria of ability and/or disability and what these
decisions imply for leadership in schools. In line with this
broader critical tradition of inquiry, this volume seeks to
interrogate policies, research and personnel preparation practices
which constitute interactions, discourses, and institutions that
construct and enact ability and disability within the disciplinary
field of education leadership. To do so, we present contributions
from multidisciplinary perspectives. The volume is organized around
four themes: 1. Leadership and Dis/Ability: Ontology, Epistemology,
and Intersectionalities; 2. Educational Leaders and Dis/ability:
Policies in Practice; 3. Experience and Power in Schools; 4.
Advocacy, Leverage, and the Preparation of School Leaders.
Intertwined within each theme are chapters, which explore
theoretical and conceptual themes along with chapters that focus on
empirical data and narratives that bring personal experiences to
the discussion of disabilities and to the multiple ways in which
disability shapes experiences in schools. Taken as a whole, the
volume covers new territory in the study of educational leadership
and dis/abilities at home, school, and work.
This is the first volume in the re-imagined series Research and
Theory in Educational Administration. The volume includes a variety
of perspectives written by university professors in the field of
educational administration, which moves our thinking beyond the
traditional scope of organizational theory and institutional
analysis. It is this combination of theory, of new directions in
leadership preparation and new narratives of participation that we
hope will contribute to a more engaging volume for its
readers-graduate students, researchers, and practitioners. The
volume will provide evidence of and explanation for changing
patterns of institution production explored through academic and
epistemic drift. It also provides a deeper understanding of how
state regulation is related to the school administrator pipeline or
pathways. The concepts explained and illustrated in the volume
hopes to provide a better framework for understanding how
administrator preparation is unfolding across the U.S. and
internationally, as well as the direction of the field of
educational administration in the future.
This is the first volume in the re-imagined series Research and
Theory in Educational Administration. The volume includes a variety
of perspectives written by university professors in the field of
educational administration, which moves our thinking beyond the
traditional scope of organizational theory and institutional
analysis. It is this combination of theory, of new directions in
leadership preparation and new narratives of participation that we
hope will contribute to a more engaging volume for its
readers-graduate students, researchers, and practitioners. The
volume will provide evidence of and explanation for changing
patterns of institution production explored through academic and
epistemic drift. It also provides a deeper understanding of how
state regulation is related to the school administrator pipeline or
pathways. The concepts explained and illustrated in the volume
hopes to provide a better framework for understanding how
administrator preparation is unfolding across the U.S. and
internationally, as well as the direction of the field of
educational administration in the future.
Review of Research in Education (Volume 36)" "presents new research
that explores the varied intersections between "Education,"
"Democracy," and "the Public" "Good." It is intended to give
readers a broader perspective on how the three constructs are
interconnected and applied in the United States and in other
countries around the world. By examining the theme in multiple
contexts and through diverse lenses, the chapters provide a deeper
understanding of the many ways that education and schools serve the
public good, where the public good is used throughout the volume as
a unifying concept to express purposes beyond individual
self-interest in order to encompass those that serve greater public
purposes. "
Many new approaches to school improvement are being proposed in the
current climate of assessment and school accountability. This book
explores one of these approaches, a new model of leadership
training known as Learner-Centered Leadership (LCL). It is built
around the fundamental idea that learning and learning communities
are natural processes that, when properly harnessed, can lead to
the highest levels of professional engagement and problem solving.
Key features of this exciting new approach to school leadership
include the following:
Broad-based and Generative--The book's narratives vividly
illustrate the extraordinary ability of LCL to generate new
approaches to leadership development. For example, encouraging and
assisting school leaders to reflect on their own leadership
attributes relative to the implementation of the school mission to
ensure high teacher efficacy and student learning. In this respect
the volume contributes significantly to the field of school
leadership and professional development by extending above and
beyond a narrow focus on instructional leadership.
Practice Oriented--By creating communities that encourage
conversation and analysis the new data-driven models of school
improvement are more likely to be successfully implemented. Without
analytical discourse, the process of interpreting school data and
transforming it into practice would be largely lost.
Conceptually Appropriate--The realization that everyone within a
school (students, teachers, administrators) belongs to the same
learning community minimizes status differences and encourages
teamwork. The LCL administrator is much less likely to be
authoritarian and power-oriented and much morelikely to be
transformative and student outcome focused. This book is
appropriate for master's level courses and certification seminars,
and for inservice workshops dealing with school leadership.
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