Leading Schools to Learn, Grow, and Thrive provides a unique approach to preparing prospective education leaders by combining theory, research, and practice. Grounded in organizational and leadership theory, this book helps leaders understand their schools and districts from multiple perspectives and develop their own leadership aspirations, approaches, and missions. Well-known authors Brazer, Bauer, and Johnson present authentic practical problems, illuminate them with appropriate theory and research, and give readers opportunities to solve common puzzles as a means to grow wisdom about how to lead, especially when confronted with complex challenges. This book is an invaluable resource for aspiring leaders, one that readers will reference as they proceed through their leadership coursework and keep close at hand throughout their leadership career. Special Features: eResources-complementary resources for instructors and students, including a set of authentic role-playing scenarios accessible from https://www.routledge.com/9781138039100 Vignettes-introduce the reader to real-life dilemmas that impact teaching and learning and provide a central reference point for discussions of theory, research, and practice. Theory and Research-frameworks and examples inform common leadership challenges, helping readers expand their knowledge and experience base to explore situations similar to their own contexts. Puzzles-real-world situations test knowledge and provide opportunities to practice ideas for effective leadership. Thought Partner Discussions (TPCs) and Extended Web Activities (EWAs)-additional thought activities, opportunities for reflection, and suggestions for discussion provoke puzzle solving.

Leading Schools to Learn, Grow, and Thrive provides a unique approach to preparing prospective education leaders by combining theory, research, and practice. Grounded in organizational and leadership theory, this book helps leaders understand their schools and districts from multiple perspectives and develop their own leadership aspirations, approaches, and missions. Well-known authors Brazer, Bauer, and Johnson present authentic practical problems, illuminate them with appropriate theory and research, and give readers opportunities to solve common puzzles as a means to grow wisdom about how to lead, especially when confronted with complex challenges. This book is an invaluable resource for aspiring leaders, one that readers will reference as they proceed through their leadership coursework and keep close at hand throughout their leadership career. Special Features: eResources-complementary resources for instructors and students, including a set of authentic role-playing scenarios accessible from https://www.routledge.com/9781138039100 Vignettes-introduce the reader to real-life dilemmas that impact teaching and learning and provide a central reference point for discussions of theory, research, and practice. Theory and Research-frameworks and examples inform common leadership challenges, helping readers expand their knowledge and experience base to explore situations similar to their own contexts. Puzzles-real-world situations test knowledge and provide opportunities to practice ideas for effective leadership. Thought Partner Discussions (TPCs) and Extended Web Activities (EWAs)-additional thought activities, opportunities for reflection, and suggestions for discussion provoke puzzle solving.

With dwindling funds and resources, tougher state and federal standards, and fatigue from more regulations and testing, many school administrators are giving up _or 'crashing' and leaving their posts. This book examines the process of preparing, encouraging, and retaining quality leaders at the school and district levels. Beginning with a chapter outlining six steps of critical organizational supports, subsequent chapters address factors in preparing administrator candidates effectively; improving novice teacher retention through principal support and mentoring; utilizing more fully mid-career teachers who come to schools having worked outside of education; the role of isolation in new principals' sense of efficacy; research findings about assistant superintendents about job satisfaction, efficacy, and ambitions for promotion; and finally, contemporary leadership challenges existing at the superintendent level. Concluding with thoughts about administrator accountability, the various chapters offer contemporary views on the preparation, utilization, and retention of school administrators throughout the life cycle. The chapters provide needed insight into what should and must be done to grow the best leaders for US schools.

Based on in-depth interviews, Striving for Equity brings to light the complex and illuminating stories of thirteen longtime superintendents-all leaders of the Minority Student Achievement Network (MSAN)-who were able to make progress toward narrowing opportunity and achievement gaps in traditional school districts with diverse populations and multiple, competing agendas. Drawing on current research in organizational learning, the authors introduce a framework consistent with the systemic perspective of these superintendents to help school leaders who want to prioritize the narrowing of gaps. Core chapters are devoted to discussing in detail the central strategies of these superintendents, and illustrating how each of these leaders employed them in their particular circumstances. This book reveals the multifaceted, personal nature of this work and factors that proved to be most critical to progress.

Renewed Accountability for Access and Excellence advances discussion of a conceptualized model for cultivating democratic professional practice in education (DPPE) and considers its relationship with contemporary teaching and leading praxes. A diverse and highly qualified group of scholars and practitioners have contributed chapters relating to innovative programs, co-constructed partnerships, empirical and teaching case studies, and examples of practical applications of theory for advancing teaching and leading. This single volume, a collection of works arranged into a conceptualized model with application for practice, is recommended as a resource for research libraries, a textbook in programs of teacher and educational leadership preparation, and a wellspring of knowledge and ideas for professional growth and innovation for P-12 teachers and school leaders.

With dwindling funds and resources, tougher state and federal standards, and fatigue from more regulations and testing, many school administrators are giving up _or 'crashing' and leaving their posts. This book examines the process of preparing, encouraging, and retaining quality leaders at the school and district levels. Beginning with a chapter outlining six steps of critical organizational supports, subsequent chapters address factors in preparing administrator candidates effectively; improving novice teacher retention through principal support and mentoring; utilizing more fully mid-career teachers who come to schools having worked outside of education; the role of isolation in new principals' sense of efficacy; research findings about assistant superintendents about job satisfaction, efficacy, and ambitions for promotion; and finally, contemporary leadership challenges existing at the superintendent level. Concluding with thoughts about administrator accountability, the various chapters offer contemporary views on the preparation, utilization, and retention of school administrators throughout the life cycle. The chapters provide needed insight into what should and must be done to grow the best leaders for US schools.

Based on in-depth interviews, Striving for Equity brings to light the complex and illuminating stories of thirteen longtime superintendents-all leaders of the Minority Student Achievement Network (MSAN)-who were able to make progress toward narrowing opportunity and achievement gaps in traditional school districts with diverse populations and multiple, competing agendas. Drawing on current research in organizational learning, the authors introduce a framework consistent with the systemic perspective of these superintendents to help school leaders who want to prioritize the narrowing of gaps. Core chapters are devoted to discussing in detail the central strategies of these superintendents, and illustrating how each of these leaders employed them in their particular circumstances. This book reveals the multifaceted, personal nature of this work and factors that proved to be most critical to progress.