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Holistic Leadership, Thriving Schools by
Build a school where students flourish academically while also meeting their social and emotional learning needs. In this practical school leadership book, author Jane A. G. Kise offers a toolkit of strategies specially designed to support the leadership development goals and daily work of school leaders. Learn how to overcome ongoing school leadership challenges, navigate competing priorities, and unite your entire school community around one common purpose: supporting whole-child learning. Lead schools in teaching the whole student, with help from this educational leadership book: Understand the benefits of student engagement and having the whole child present in the classroom. Study the twelve lenses of school leadership -- core educational leadership responsibilities that are essential for leading whole-child schools. Overcome biases and balance student and adult needs by developing leadership skills and emotional intelligence. Learn how effective educational leadership goal-setting can create an environment strengthened by collaborative trust, where students and educators feel engaged and motivated. Gain insight into SMART goal-setting for leadership development, establishing a priority focus to achieve real goals. Contents: Introduction Chapter 1: Developing Leadership for Whole-Child Schools Chapter 2: Thinking in Terms of Both and And: A Core Leadership Competency Chapter 3: Understanding Emotional Intelligence and Leading for the Whole Child Chapter 4: Leading Toward a Common Vision and Guiding Others in Leading Themselves Chapter 5: Implementing Initiatives and Making Them Meaningful Chapter 6: Building a Collaborative Learning Community and Ensuring That Individuals Have Autonomy Chapter 7: Taking Reality Into Account and Pursuing a Vision Chapter 8: Building on Current Success and Changing to Meet the Future Chapter 9: Moving Ahead Quickly and Moving Ahead for the Long Haul Chapter 10: Balancing Logical Objectivity and Valuable Subjectivity Chapter 11: Getting Results and Building Trust Chapter 12: Effectively Using Positional Power and Sharing Power Chapter 13: Having Clarity on What and Why and Having Flexibility on How Chapter 14: Planning for the Predictable and Embracing the Possible Chapter 15: Making Measurable Whole-Child Achievement Progress and Finding Purpose Chapter 16: Focusing on Your Priorities Appendix: Personality Type and the Lenses of Leadership
Canadian Educational Leadership by
This book contains the collective energies of several authors who were invited to write about leadership in Canadian education. Each author delivers a perspective that will trigger the reader to both question the text and thoughtfully examine the ideas put forward. While the topic at hand can be examined from many different vantage points, this text addresses Canadian education from a provincial and regional focus. The perspectives presented in this text are both timely and current, and the authors have made a concerted effort to include the voices of writers from across Canada who are themselves education leaders of considerable integrity and resourcefulness.
Achieving, Believing, and Caring by
Achieving, Believing and Caring argues that learning does not stop and start at the schoolhouse door. This timely book challenges schools to redefine "success" to include students' physical, emotional, social, and intellectual development and encourages them to meet students where they are so they can get past the limitations they encounter in school and the world beyond. Inspiring examples of schools, programs and teachers that make a difference in the lives of children, their families, and community complement this remarkable book.
Caring Leadership in Turbulent Times by
A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University This book analyzes education reform through the eyes of those entrenched in the process-policy makers, administrators, middle managers, principals, and teachers-in the context of care. A senior administrator, who participated in the implementation of an unprecedented series of reforms that flattened the education system in a Canadian province and rebuilt it with a new mandate, examines learning from the shortcomings of the past and provides a critical enquiry that can help determine the success or failure of future reform efforts by shedding light on the obstacles to avoid, problems to correct, and methods to embrace in order to overcome hurt and disappointment in a turbulent environment and foster more caring and effective educational organizations. Few attempts have been made to write a book about women's work from the perspective of those in senior leadership roles in education; others have written about it but not experienced it firsthand. This book illuminates the controversial debate between women and gender in education and challenges assumptions about equity and the caring and democratic nature of education. It contributes to a broader understanding and knowledge of the complexities of leadership work within education, which in turn can lead to improvement in professional relationships as well as organizational effectiveness. The book contains enlightening and compelling stories about the unique and shared experiences of people navigating turbulence within an organization. Author Mary Green draws on her career spent teaching and learning to provide a unique Canadian perspective and context. She offers a rigorous self, social, historical, and political reflection of educators, who despite experiencing particular challenges, draw purpose from faith in the possibilities and potential of more caring practice in education. The content will prove useful to those committed to infusing more humanity into work in education with reference to individuals, institutions, and the social and political challenges in the field. Specifically, this book is relevant to graduate students in faculties of education, policy makers, principals, other administrators, and organizational leaders. Universal issues of power and politics reveal interconnections between the personal and the global workplace, underscoring the importance of care in the workplace.
School Leadership that Works by
What does research tell us about the effects of school leadership on student achievement? What specific leadership practices make a real difference in school effectiveness? How should school leaders use these practices in their day-to-day management of schools and during the stressful times that accompany major change initiatives? Robert J. Marzano, Timothy Waters, and Brian A. McNulty provide answers to these and other questions in School Leadership That Works.Based on their analysis of 69 studies conducted since 1970 that met their selection criteria and a recent survey of more than 650 building principals, the authors have developed a list of 21 leadership responsibilities that have a significant effect on student achievement. Readers will learn* the specific behaviors associated with the 21 leadership responsibilities;* the difference between first-order change and second-order change and the leadership responsibilities that are most important for each;* how to work smart by choosing the right work to focus on to improve student achievement;* the advantages and disadvantages of comprehensive school reform models for improving student achievement;* how to develop a site-specific approach to improving student achievement, using a framework of 11 factors and 39 action steps; and* a five-step plan for effective school leadership.Combining rigorous research with practical advice, School Leadership That Works gives school administrators the guidance they need to provide strong leadership for better schools.
Leadership for sustainability in higher education by
Summary:
"Sustainability is a complex concept, and the challenge of understanding it and applying it to a diverse, multi-agent organisational setting with its potentially conflicting priorities cannot be underestimated. Leadership for Sustainability in Higher Education provides key learning from the authors' extensive academic, leadership and professional experience in this area, supplemented with reference to key learning from other leaders and institutions. Janet Haddock-Fraser, Peter Rands and Stephen Scoffham bring together a wide range of influences and considerations, including: an understanding of the core constructs of leadership theory and sustainability, the range of perspectives through which to view and value sustainability, successful activities and actions undertaken by sustainability leaders in the higher education sector, models and methods to successfully implement sustainability that are new to the sector, influencers on the sustainability agenda, whether policy- or demand-led, external or internal, barriers to and enablers of success for leaders at individual, institutional and sector levels. These factors all combine to provide a framework for the reader within which to consider leadership for sustainability, both at an individual level and within the higher education culture and organisational norms. The authors provide a theoretical underpinning of key concepts, supplemented by examples of practice across the sector, both within the UK and internationally. Case studies from the UK, Australia, North America and India all bring to life the key opportunities and challenges of leading the sustainability agenda across a range of higher education institutions."--Bloomsbury Publishing.
