Theodore J. Kowalski – författare

Over the past two decades, efforts to improve schools have significantly modified role expectations for principals. Today, school-level administrators are expected to be both visionary leaders and competent managers. Based on the conviction that administration is an amalgam of leadership and management, The School Principal emphasizes the need for practitioners to apply conceptual skills to make "what to do" decisions, to apply technical skills to make "how to do" decisions, and to apply relational skills to engage in democratic decision making. Kowalski frames the book with a discussion of the nature of schools, the roles of principals, and their need to improve schools. The book then provides a balanced treatment of leadership and management, covering issues of personal behavior, instructional leadership, relationship building issues, finances, facilities, personnel management, pupil services, and maintaining safe schools. The text closes with discussion of the vital aspects of practice for contemporary principals, addressing problem solving, collaborative change strategies, and personal commitment to being a principal.Special Features: Vignettes introduce the subject matter in the context of common challenges faced by practitioners. Knowledge-Based Questions and Skill-Based Activities prompt readers to engage with and reflect on the chapter content. The School Principal aligns with the Educational Leadership Consortium Council (ELCC) Standards.Treating principals as concurrently visionary leaders and competent managers, this excellent text addresses the needs of aspiring and practicing principals, providing the tools to build effective and efficient schools.

Over the past two decades, efforts to improve schools have significantly modified role expectations for principals. Today, school-level administrators are expected to be both visionary leaders and competent managers. Based on the conviction that administration is an amalgam of leadership and management, The School Principal emphasizes the need for practitioners to apply conceptual skills to make "what to do" decisions, to apply technical skills to make "how to do" decisions, and to apply relational skills to engage in democratic decision making. Kowalski frames the book with a discussion of the nature of schools, the roles of principals, and their need to improve schools. The book then provides a balanced treatment of leadership and management, covering issues of personal behavior, instructional leadership, relationship building issues, finances, facilities, personnel management, pupil services, and maintaining safe schools. The text closes with discussion of the vital aspects of practice for contemporary principals, addressing problem solving, collaborative change strategies, and personal commitment to being a principal.Special Features: Vignettes introduce the subject matter in the context of common challenges faced by practitioners. Knowledge-Based Questions and Skill-Based Activities prompt readers to engage with and reflect on the chapter content. The School Principal aligns with the Educational Leadership Consortium Council (ELCC) Standards.Treating principals as concurrently visionary leaders and competent managers, this excellent text addresses the needs of aspiring and practicing principals, providing the tools to build effective and efficient schools.

The heightened interest in and the rapid expansion of adult education has become a trend in a variety of environments. In order to serve these developing areas, educators, personnel directors, as well as staff development specialists require improved methods for planning learning activities within their own unique organizational contexts.In The Organization and Planning of Adult Education Kowalski examines the issues created by providing a social service in diverse organizational settings and presents a format for initiating and developing adult education programs. In order to comprehend the complexity of the context of programming within an organization, two novel components are included: first, a typology of sponsoring organizations is presented. This allows the reader to study program development in greater detail through a categorization of the sponsoring institutions. Second, organizational theory is applied to the process of programming in adult education. To be successful, the adult educator must be able to analyze both the existing organizational climate as well as to devise programs compatible with this environment. Kowalski has written a valuable resource and guide for those faced with the responsibilities of planning adult education programs in their own particular setting.

Over the past two decades, efforts to improve schools have significantly modified role expectations for principals. Today, school-level administrators are expected to be both visionary leaders and competent managers. Based on the conviction that administration is an amalgam of leadership and management, The School Principal emphasizes the need for practitioners to apply conceptual skills to make "what to do" decisions, to apply technical skills to make "how to do" decisions, and to apply relational skills to engage in democratic decision making.

Kowalski frames the book with a discussion of the nature of schools, the roles of principals, and their need to improve schools. The book then provides a balanced treatment of leadership and management, covering issues of personal behavior, instructional leadership, relationship building issues, finances, facilities, personnel management, pupil services, and maintaining safe schools. The text closes with discussion of the vital aspects of practice for contemporary principals, addressing problem solving, collaborative change strategies, and personal commitment to being a principal.

Special Features:

Vignettes introduce the subject matter in the context of common challenges faced by practitioners.

Knowledge-Based Questions and Skill-Based Activities prompt readers to engage with and reflect on the chapter content.

The School Principal aligns with the Educational Leadership Consortium Council (ELCC) Standards.

Treating principals as concurrently visionary leaders and competent managers, this excellent text addresses the needs of aspiring and practicing principals, providing the tools to build effective and efficient schools.

Over the past two decades, efforts to improve schools have significantly modified role expectations for principals. Today, school-level administrators are expected to be both visionary leaders and competent managers. Based on the conviction that administration is an amalgam of leadership and management, The School Principal emphasizes the need for practitioners to apply conceptual skills to make "what to do" decisions, to apply technical skills to make "how to do" decisions, and to apply relational skills to engage in democratic decision making.

Kowalski frames the book with a discussion of the nature of schools, the roles of principals, and their need to improve schools. The book then provides a balanced treatment of leadership and management, covering issues of personal behavior, instructional leadership, relationship building issues, finances, facilities, personnel management, pupil services, and maintaining safe schools. The text closes with discussion of the vital aspects of practice for contemporary principals, addressing problem solving, collaborative change strategies, and personal commitment to being a principal.

Special Features:

Vignettes introduce the subject matter in the context of common challenges faced by practitioners.

Knowledge-Based Questions and Skill-Based Activities prompt readers to engage with and reflect on the chapter content.

The School Principal aligns with the Educational Leadership Consortium Council (ELCC) Standards.

Treating principals as concurrently visionary leaders and competent managers, this excellent text addresses the needs of aspiring and practicing principals, providing the tools to build effective and efficient schools.

The role, practice, and preparation of today and tomorrow′s superintendent! A strong superintendent is critical to the success of an entire school district. So why is it one of the most deregulated positions? Over the past several decades, many states have either rescinded licensing requirements for school district superintendents or abandoned regulations altogether. The Contemporary Superintendent offers a scholarly and objective analysis of the issues surrounding the state policies that appoint superintendents. Lars G. Björk and Theodore Kowalski have developed a coherent guide to critical professional aspects such as superintendent licensures, professional preparation, and staff development. Featuring the research of educational leadership specialists, this resource is not to be missed! The Contemporary Superintendent includes: Quality strategies by the field′s top scholars to implement decisive practices for superintendents Detailed analysis of the concerns over superintendent qualifications and preparations An examination of past, present, and future practices of superintendents A distinct look at the evolution of the role of the superintendent Developed over a three-year period, the authors have compiled a collection of useful, hands-on strategies for aspiring and existing superintendents, as well as ideas for adoption in the educational administration, leadership professional development, and educational policy areas.

The role, practice, and preparation of today and tomorrow′s superintendent! A strong superintendent is critical to the success of an entire school district. So why is it one of the most deregulated positions? Over the past several decades, many states have either rescinded licensing requirements for school district superintendents or abandoned regulations altogether. The Contemporary Superintendent offers a scholarly and objective analysis of the issues surrounding the state policies that appoint superintendents. Lars G. Björk and Theodore Kowalski have developed a coherent guide to critical professional aspects such as superintendent licensures, professional preparation, and staff development. Featuring the research of educational leadership specialists, this resource is not to be missed! The Contemporary Superintendent includes: Quality strategies by the field′s top scholars to implement decisive practices for superintendents Detailed analysis of the concerns over superintendent qualifications and preparations An examination of past, present, and future practices of superintendents A distinct look at the evolution of the role of the superintendent Developed over a three-year period, the authors have compiled a collection of useful, hands-on strategies for aspiring and existing superintendents, as well as ideas for adoption in the educational administration, leadership professional development, and educational policy areas.

The School Superintendent: Theory, Practice, and Cases is the essential guide to succeeding as a superintendent or as an administrator in another district-level position. Comprehensive in both theory and practice, this textbook and reference guide examines the role and responsibilities of school district administration in professional, social, philosophical, and political frames, while balancing perspectives of rewards and challenges commonly expressed by school superintendents. Important topics covered include the emerging role of superintendent as communicator, the changing conditions in districts and schools, inadequate funding for public schools, and the treatment of policy administration, leadership roles, and community involvement.Fully updated, the Third Edition provides: greater emphasis on the challenges facing novice superintendents; new material on strategic planning and visioning; new and expanded coverage of contemporary issues such as inadequate district funding and social challenges; additional figures, tables, key terms, and other helpful learning tools; and more.

The book is a unique and necessary contribution to the literature on school administration. Research, theory, and practice were melded to produce a book that can be used as a primary or supplemental text or as professional growth resource for practitioners. Communication scholars, especially since 1990, have concluded that competence must be defined and studied in the context of professions. As such, a growing number of medical schools, law schools, and business schools have integrated communication into their curricula. This book provides a resource for such integration into the study and practice of district and school administration.

The book is a unique and necessary contribution to the literature on school administration. Research, theory, and practice were melded to produce a book that can be used as a primary or supplemental text or as professional growth resource for practitioners. Communication scholars, especially since 1990, have concluded that competence must be defined and studied in the context of professions. As such, a growing number of medical schools, law schools, and business schools have integrated communication into their curricula. This book provides a resource for such integration into the study and practice of district and school administration.

The book is a unique and necessary contribution to the literature on school administration. Research, theory, and practice were melded to produce a book that can be used as a primary or supplemental text or as professional growth resource for practitioners. Communication scholars, especially since 1990, have concluded that competence must be defined and studied in the context of professions. As such, a growing number of medical schools, law schools, and business schools have integrated communication into their curricula. This book provides a resource for such integration into the study and practice of district and school administration.

Reforming schools in an information-based society has made communication an even more crucial skill for district and school administrators. Although communication has been identified as an essential area of practice, it has largely been ignored in the study of school administration. In Effective Communication for School Administrators: A Necessity in an Information Age, Kowalski, Petersen, and Fusarelli blend research, theory, and practice as they examine the critical nature of communication in contemporary practice for administrators. Divided into two parts, this book examines relationships among communication, public relations, and school reform and addresses effective communicative behavior in learning organization, democratic leadership, organizational networks, conflict, positive relationships, and site-based management. Effective Communication for School Administrators is truly a unique text for education professionals and school administrators, as well as those wishing to communicate more successfully.

Reforming schools in an information-based society has made communication an even more crucial skill for district and school administrators. Although communication has been identified as an essential area of practice, it has largely been ignored in the study of school administration. In Effective Communication for School Administrators: A Necessity in an Information Age, Kowalski, Petersen, and Fusarelli blend research, theory, and practice as they examine the critical nature of communication in contemporary practice for administrators. Divided into two parts, this book examines relationships among communication, public relations, and school reform and addresses effective communicative behavior in learning organization, democratic leadership, organizational networks, conflict, positive relationships, and site-based management. Effective Communication for School Administrators is truly a unique text for education professionals and school administrators, as well as those wishing to communicate more successfully.

This must-have study offers a definitive look at the state of school leadership in the United States. It provides a detailed picture of the men and women leading the nation's schools, based on a representative sample of school leaders nationwide.The American Association of School Administrators has conducted an authoritative State of the Superintendency report every decade since 1923. This report provides research on American school superintendents in 2010. Data were collected via an electronic survey from just under 1,900 superintendents across the United States. This report is a valuable resource for school leaders, aspiring school leaders, and those charged with preparing and supporting school leaders. It is essential reading for a range of audiences, including superintendents, aspiring superintendents, school board members, professors of education administration, superintendent search consultants, education researchers, and others looking for up-to-the-minute data on education leadership.Reported findings in the 2010 study include:·Personal characteristics·Career development·Professional education·School-board relationships·Opinions on a broad range of professional, educational, political, and social issues

This must-have study offers a definitive look at the state of school leadership in the United States. It provides a detailed picture of the men and women leading the nation's schools, based on a representative sample of school leaders nationwide.The American Association of School Administrators has conducted an authoritative State of the Superintendency report every decade since 1923. This report provides research on American school superintendents in 2010. Data were collected via an electronic survey from just under 1,900 superintendents across the United States. This report is a valuable resource for school leaders, aspiring school leaders, and those charged with preparing and supporting school leaders. It is essential reading for a range of audiences, including superintendents, aspiring superintendents, school board members, professors of education administration, superintendent search consultants, education researchers, and others looking for up-to-the-minute data on education leadership.Reported findings in the 2010 study include:·Personal characteristics·Career development·Professional education·School-board relationships·Opinions on a broad range of professional, educational, political, and social issues