When we view art, understanding comes in part as we engage in reflective practice. Here, author Zach Kelehear encourages school leaders and teachers to reflect on their own leadership capacities and to develop an art for leading schools. Using the language of art criticism and critique with real-life examples and case studies, he helps readers to identify an "eye" for leadership with specific discussion in matters of school leadership and instructional supervision. Drawing on the arts-based research approach, Kelehear embraces the language of art critique: the elements of art and the principles of design. The Art of Leadership: * Presents original art work from the lithographs of Joseph Norman and provides an example of art criticism from each work * Describes a real-life case study that involves the element or principle * Helps readers connect the art interpretation with the leadership application Readers will gain: * A deeper appreciation for the critique of art * An enlarged view of the art of school leadership and instructional supervision * A better understanding of their own leadership art This book should be of interest to students, practitioners, and artists in K-12 and higher education.

In this book, Zach Kelehear offers readers a new perspective on an important, dynamic, and sometimes daunting issue: managing successful school-based leadership. Kelehear uses an arts-based approach to weave together notions of research-based leadership skills for successful school-based management with standards of professional competence as represented by the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders. The author encourages readers to engage in the seemingly persistent problems and old trials of school management from a new perspective resulting in some refreshing possibilities for supporting student achievement in schools. It is also the goal of this arts-based approach that the reader might begin to more fully recognize the complexity of leading and managing students and teachers within the constantly evolving culture of today's schools. As a result of this qualitative inquiry, the author invites a new vision for old assumptions in schools, for teacher leadership, and for student learning.

Leading without Being Stung offers practitioners a repertoire of eight, research-supported strategies for affecting teaching performance. In each of the chapters the reader will find: 1) a description of a dimension of supervision and key research that speaks to the key elements of the dimension; 2) an analysis of best practices from school leaders who have shown efficacy in implementing that dimension; 3) an interpretation of how the leader can assess the need for that dimension and plan for implementation; 4) a strategy for making judgments about the level of implementation and the areas for future growth. As such, this book offers BOTH grounded research AND practical strategies for becoming an effective and reflective instructional leader. The key supervision dimensions addressed in this book are: Staff Development, Planning and Change, Communication, Curriculum, Instructional Program, Service to Teachers, Observation and Conferencing, Personal Development.