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This book provides insights into the everyday practices of school
leaders as told through the real-life stories of principals. The
editors and their contributors blend practice with theory, helping
aspiring leaders to discover that school leadership is not simply
putting prescribed solutions into action, but a constant encounter
with quandaries that demand thinking, responding, and adjusting to
the situations at hand. Readers build their capacities to view
quandaries from multiple lenses, consider a variety of responses,
and draw conclusions based on perspectives that may vary from those
initially identified. The chapter authors encourage a sharper
self-awareness of what scholars value and envision about education,
encouraging them to think about how to navigate decision-making
through a variety of theoretical frameworks and practices while
balancing their own leadership platform development.
In the book provides snapshots describing this critically important
time in the United States when federal educational policy
implementation has been at a level previously unheard of in the
nation. It presents a chapter on the design and method of Voices 3,
eight chapters on analyses of the focus-group discussions, and two
invited chapters that provide a review and critique of the editors'
work. The chapters will be excellent resources for professors of
educational leadership as the editors respond to the changing
environment and improve preparation programs for superintendents
and principals. This book is a good resource for practitioners who
desire to take the pulse of their colleagues in the field to see
common concerns across various issues. Finally, it will be useful
to policy makers as they consider the impact of their decisions on
the implementation phases in districts and schools. This book
provides access to the 27 focus-group transcripts on which the
chapters are based. Instructors of qualitative research may find
these data useful in their classes, e.g., for students to practice
different types of data analysis and coding.
This book chronicles the journey of seven schools serving students
of poverty, English Language Learners (ELLs), and students of
color, which were able to sustain school improvement for a decade
on either state and/or national criteria that measure student
performance outcomes. The book shares stories of these seven
schools and demonstrates that it takes an entire school working
together with their communities, adding to the social and cultural
capital of their students and families, to create and nurture what
we call a Learning Partnership for sustainable school improvement.
The answers for how these schools sustained school improvement and
are effective schools is evident from their school student metrics
that validate the school s ability to meet and sustain external
mandates of high performance over time. The seven individual case
stories illustrate that what matters most is what happens in the
school itself. It is the internal culture of caring and respecting
each other and working from an additive perspective of valuing
students for their unique gifts and abilities, rather than
exclusively focusing on increasing test scores that makes these
school stories unique. This is not about heroic leadership but
leadership spread out and shared among professionals working
together to achieve common goals around shared values and beliefs.
This book is about using resources in ways that value human capital
as the greatest asset in the school to ensure that educators feel a
sense of commitment, connection, and passion for their work
together with students, their families, and their communities that
enable them to excel together. We offer readers seven cases that
demonstrate there is no cookie cutter approach to having an
effective school. Rather, there is a theory-in-practice that
grounds the Learning Partnership depicted as a tree within a
sustainable school improvement culture. This sustainable culture
connects shared leadership and accountability, resourcefulness, a
humanistic philosophy, additive schooling and results in an
organization synergy that sustains organizational and collective
efficacy for achieving results in these schools that other
educators in schools with similar demographics are often unable to
sustain or attain.
This book chronicles the journey of seven schools serving students
of poverty, English Language Learners (ELLs), and students of
color, which were able to sustain school improvement for a decade
on either state and/or national criteria that measure student
performance outcomes. The book shares stories of these seven
schools and demonstrates that it takes an entire school working
together with their communities, adding to the social and cultural
capital of their students and families, to create and nurture what
we call a Learning Partnership for sustainable school improvement.
The answers for how these schools sustained school improvement and
are effective schools is evident from their school student metrics
that validate the school s ability to meet and sustain external
mandates of high performance over time. The seven individual case
stories illustrate that what matters most is what happens in the
school itself. It is the internal culture of caring and respecting
each other and working from an additive perspective of valuing
students for their unique gifts and abilities, rather than
exclusively focusing on increasing test scores that makes these
school stories unique. This is not about heroic leadership but
leadership spread out and shared among professionals working
together to achieve common goals around shared values and beliefs.
This book is about using resources in ways that value human capital
as the greatest asset in the school to ensure that educators feel a
sense of commitment, connection, and passion for their work
together with students, their families, and their communities that
enable them to excel together. We offer readers seven cases that
demonstrate there is no cookie cutter approach to having an
effective school. Rather, there is a theory-in-practice that
grounds the Learning Partnership depicted as a tree within a
sustainable school improvement culture. This sustainable culture
connects shared leadership and accountability, resourcefulness, a
humanistic philosophy, additive schooling and results in an
organization synergy that sustains organizational and collective
efficacy for achieving results in these schools that other
educators in schools with similar demographics are often unable to
sustain or attain.
In the book, we provide snapshots describing this critically
important time in our nation when federal educational policy
implementation has been at a level previously unheard of in the
United States. We present a chapter on the design and method of
Voices 3, eight chapters on analyses of the focus-group
discussions, and two invited chapters that provide a review and
critique of our work. The chapters will be excellent resources for
professors of educational leadership as we respond to the changing
environment and improve preparation programs for superintendents
and principals. We also see the book as a good resource for
practitioners who desire to take the pulse of their colleagues in
the field to see common concerns across various issues. Finally, it
will be useful to policy makers as they consider the impact of
their decisions on the implementation phases in districts and
schools. With this book, you are receiving access to the 27
focus-group transcripts on which the chapters are based.
Instructors of qualitative research may find these data useful in
their classes, e.g., for students to practice different types of
data analysis and coding.
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