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This book theorizes that models based on the classical sciences
have misguided educational leadership. Dr. Rettig sees the open
dynamics of twentieth-century science - specifically, quantum
mechanics - as a better and more natural model, and describes what
he sees as a method of leadership light years beyond those of
today. Dr. Rettig illustrates his erudite critique of the
contemporary school administration structure with the story of
Leslie O'Connor, a fictional administrator, who makes her way
through familiar-seeming training techniques. For anyone interested
in the organization and administration of school systems, this book
provides an original and compelling perspective.
Virtually anyone who has attended college can attest to poor
teaching approaches by very bright professors. Professors simply
are not trained or taught how to best teach their content. They are
not aware of learning theories, brain research, pedagogy and
andragogy. They teach the way they were taught—their mimetic
isomorphism.Not only will this book share insights from all these
areas, but it will also help professors prepare syllabi, create
curriculum, prepare lesson plans, create assignments, and develop
assessments with these concepts in mind. Further, we will embed
differentiation, culturally relevant strategies, and the use of
technology to enhance learning.
Virtually anyone who has attended college can attest to poor
teaching approaches by very bright professors. Professors simply
are not trained or taught how to best teach their content. They are
not aware of learning theories, brain research, pedagogy and
andragogy. They teach the way they were taught—their mimetic
isomorphism.Not only will this book share insights from all these
areas, but it will also help professors prepare syllabi, create
curriculum, prepare lesson plans, create assignments, and develop
assessments with these concepts in mind. Further, we will embed
differentiation, culturally relevant strategies, and the use of
technology to enhance learning.
Educational leaders work within a system that does not best
leverage attributes of their professional employees. This book
focuses on three areas: leadership, motivation, and organization,
as they related to educational leadership. Each of these areas has
a particular chapter devoted to it. Each chapter begins with a
review of the extant literature covering the theme. 40 elite,
professional, and Olympic athletes and coaches were interviewed for
this book to learn their perspectives on what makes the best
leaders in athletics in the areas of leadership, motivation, and
organization. These interviews are subsequently interwoven into
each of the three chapters outlined above. The book concludes with
a chapter that pulls all these aspects together and utilizes a
newly created Leadership Congruency Model.
Educational leaders work within a system that does not best
leverage attributes of their professional employees. This book
focuses on three areas: leadership, motivation, and organization,
as they related to educational leadership. Each of these areas has
a particular chapter devoted to it. Each chapter begins with a
review of the extant literature covering the theme. 40 elite,
professional, and Olympic athletes and coaches were interviewed for
this book to learn their perspectives on what makes the best
leaders in athletics in the areas of leadership, motivation, and
organization. These interviews are subsequently interwoven into
each of the three chapters outlined above. The book concludes with
a chapter that pulls all these aspects together and utilizes a
newly created Leadership Congruency Model.
University leaders, both senior leadership and boards of trustees,
are desperately looking for answers to enrollment concerns across
the nation. This book is written by current practitioners in the
field. These people live enrollment management every day; they know
the field. They can talk to lay leaders from a practitioner’s
perspective. Readers will enjoy reading a book that helps them to
quickly understand enrollment management and how to quickly make a
difference.
University leaders, both senior leadership and boards of trustees,
are desperately looking for answers to enrollment concerns across
the nation. This book is written by current practitioners in the
field. These people live enrollment management every day; they know
the field. They can talk to lay leaders from a practitioner's
perspective. Readers will enjoy reading a book that helps them to
quickly understand enrollment management and how to quickly make a
difference.
The Quantum University begins with an analysis of the current state
of higher education organizational structure and leadership based
on classical scientific approaches. It then focuses briefly why the
classical approaches are inappropriate for human organization, such
as universities. From this baseline, the book shares descriptions
of quantum physics, ecology, chaos theory, and other newer
sciences. These sciences provide us important lessons for how we
run our universities. These new sciences are a much cleaner fit and
metaphor for our institutional structures and leadership models.
The Quantum University finishes with a thorough investigation of
what a new university structure would look like and the type of
leadership it would need. Each chapter is accompanied with a guest
essay written by different practitioners from across the nation. In
addition, each chapter shares a fictitious story of "Leslie." She
is a new board of trustee member and struggles with her leadership
role. By the end of the book, her insights have provided a new
direction not only for herself, but also for the university.
The Quantum University begins with an analysis of the current state
of higher education organizational structure and leadership based
on classical scientific approaches. It then focuses briefly why the
classical approaches are inappropriate for human organization, such
as universities. From this baseline, the book shares descriptions
of quantum physics, ecology, chaos theory, and other newer
sciences. These sciences provide us important lessons for how we
run our universities. These new sciences are a much cleaner fit and
metaphor for our institutional structures and leadership models.
The Quantum University finishes with a thorough investigation of
what a new university structure would look like and the type of
leadership it would need. Each chapter is accompanied with a guest
essay written by different practitioners from across the nation. In
addition, each chapter shares a fictitious story of "Leslie." She
is a new board of trustee member and struggles with her leadership
role. By the end of the book, her insights have provided a new
direction not only for herself, but also for the university.
Shared Governance begins with the premise that today’s higher
education governance practices have lost their focus and vitality.
By re-examining the original suppositions of shared governance,
along with an infusion of seminal democratic values and principles,
a contemporary model is envisioned. From historical perspectives on
shared governance, the book then takes a view of current governance
models through the lens of Critical Theory and Open Systems
Thinking. Political, corporate, and school system models are
briefly reviewed before moving on to application to colleges and
universities. Each chapter concludes with a continuous story of a
young and maturing college vice president as she grapples with a
static and worn governance system at her institution. She strives
to reinvigorate the notion of shared governance and to bring staff
and students into the process. The final three chapters of the book
each include an essay written by individuals who have served on the
ground level of shared governance at their institution. These
people include: an administrative assistant who helped to create a
Staff Council; a Student Government Association president who took
a nascent SGA and gave students a new voice; and, an associate dean
who mentored students in this developmental process.
Shared Governance begins with the premise that today’s higher
education governance practices have lost their focus and vitality.
By re-examining the original suppositions of shared governance,
along with an infusion of seminal democratic values and principles,
a contemporary model is envisioned. From historical perspectives on
shared governance, the book then takes a view of current governance
models through the lens of Critical Theory and Open Systems
Thinking. Political, corporate, and school system models are
briefly reviewed before moving on to application to colleges and
universities. Each chapter concludes with a continuous story of a
young and maturing college vice president as she grapples with a
static and worn governance system at her institution. She strives
to reinvigorate the notion of shared governance and to bring staff
and students into the process. The final three chapters of the book
each include an essay written by individuals who have served on the
ground level of shared governance at their institution. These
people include: an administrative assistant who helped to create a
Staff Council; a Student Government Association president who took
a nascent SGA and gave students a new voice; and, an associate dean
who mentored students in this developmental process.
Assuming the Mantel of Leadership is a book of real-life case
studies and activities that are contextual-based within the
reader's own setting and experience. The reader is expected to
respond to the cases and the activities by utilizing and reflecting
upon their own institution's policies and context. The scope of
exercises is intentionally broad in order to cover situations
across academic affairs, student affairs, and enrollment
management.
Assuming the Mantel of Leadership is a book of real-life case
studies and activities that are contextual-based within the
reader's own setting and experience. The reader is expected to
respond to the cases and the activities by utilizing and reflecting
upon their own institution's policies and context. The scope of
exercises is intentionally broad in order to cover situations
across academic affairs, student affairs, and enrollment
management.
American schools should be laboratories for modeling democratic
concepts. However, our school systems are the antithesis of
democratically run organizations. Teaching professionals, students
and parents have very little power or genuine influence in decision
making. Reframing Decision Making in Education begins by describing
the current status of American schools and concludes with a
description of the organizational structure, leadership, and
decision making practices necessary to make our schools operate in
a manner congruent with those democratic principles we espouse as a
country. This book describe a democratic structure and a decision
making matrix to help reform leaders begin such an endeavor. Woven
through each chapter is a fictional story of Principal Samantha
Levy. We see Ms. Levy's struggles as she begins the process of
making change in her high school and its impact on those around
her.
American schools should be laboratories for modeling democratic
concepts. However, our school systems are the antithesis of
democratically run organizations. Teaching professionals, students
and parents have very little power or genuine influence in decision
making. Reframing Decision Making in Education begins by describing
the current status of American schools and concludes with a
description of the organizational structure, leadership, and
decision making practices necessary to make our schools operate in
a manner congruent with those democratic principles we espouse as a
country. This book describe a democratic structure and a decision
making matrix to help reform leaders begin such an endeavor. Woven
through each chapter is a fictional story of Principal Samantha
Levy. We see Ms. Levy's struggles as she begins the process of
making change in her high school and its impact on those around
her.
As a professor of educational administration/leadership and as a
former school leader, Perry Rettig found himself extremely
dissatisfied with the dry, passive, and detached textbooks for such
programs. He also found that the students in his programs had been
disappointed, too. While traditional texts do a good job of
detailing theory and conceptual models important to school
leadership, these same theories and constructs are taught without
any real-life and meaningful interaction. Practicing Principals is
an interactive book that demands that students experience and
thoughtfully analyze these theories and constructs in actual,
real-life situations before they take on the job. Students,
professors, school boards, professional organizations, and the
administrators themselves are demanding that university programs
become more authentic. With Practicing Principals, Rettig gives the
novice the opportunity to practice how they would handle real-life
situations and then analyze their work with their peers, their
professors, and even their own building administrators.
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