Leadership for Learning Series - Böcker

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact.Series Editors - Clive Dimmock, Mark Brundrett and Les BellThe notion that school transformation is dependent on exceptional leaders is increasingly seen as unrealistic and unsustainable. Instead, the idea of distributed leadership, which promotes the view that all stakeholders have complementary leadership roles to play in enhancing student learning, is now being promoted as a more useful framework for understanding schools and how they might be changed.Subscribing to the notion of distributed leadership, O’Donoghue and Clarke identify two key groups: the ‘leaders of learning’ and the ‘leaders for learning’. The leaders of learning – and the focus of this book – are those working at the school level to improve the quality of learning in the classroom, such as teachers, principals, pupils and involved members of the local school community. The leaders for learning are the policy-makers and administrators whose support is crucial. The authors argue that in order to be effective leaders, both groups require an understanding of: Broad trends in contemporary leadership theory Recent views on learning theory The importance of teachers engaging continually in learning about their practice The significance of creating and sustaining schools as learning organisations Forging links between leadership and learning The book’s examination of the shifting approaches to leading learning in contemporary schools is enriched by innovative examples drawn from a range of international contexts. Leading Learning will appeal to students involved in masters and doctoral courses relevant to the field and those undertaking programmes of school leadership preparation and development. It will also be of interest to academics working in the field of educational leadership and management.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact.Series Editors - Clive Dimmock, Mark Brundrett and Les BellThe notion that school transformation is dependent on exceptional leaders is increasingly seen as unrealistic and unsustainable. Instead, the idea of distributed leadership, which promotes the view that all stakeholders have complementary leadership roles to play in enhancing student learning, is now being promoted as a more useful framework for understanding schools and how they might be changed.Subscribing to the notion of distributed leadership, O’Donoghue and Clarke identify two key groups: the ‘leaders of learning’ and the ‘leaders for learning’. The leaders of learning – and the focus of this book – are those working at the school level to improve the quality of learning in the classroom, such as teachers, principals, pupils and involved members of the local school community. The leaders for learning are the policy-makers and administrators whose support is crucial. The authors argue that in order to be effective leaders, both groups require an understanding of: Broad trends in contemporary leadership theory Recent views on learning theory The importance of teachers engaging continually in learning about their practice The significance of creating and sustaining schools as learning organisations Forging links between leadership and learning The book’s examination of the shifting approaches to leading learning in contemporary schools is enriched by innovative examples drawn from a range of international contexts. Leading Learning will appeal to students involved in masters and doctoral courses relevant to the field and those undertaking programmes of school leadership preparation and development. It will also be of interest to academics working in the field of educational leadership and management.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact.Series Editors - Clive Dimmock, Mark Brundrett and Les BellAs global pressures focus increasing attention on the outcomes of education policy and on their implications for economic prosperity and social citizenship, the experience of each individual learner is decisively shaped by the wider policy environment. However, there is often an underdeveloped understanding of how education policy is formed, what drives it and how it impacts on schools and colleges. This book explicitly makes these connections and links them to the wider challenges of educational leadership in a modern context. Education Policy is divided into three sections, which examine:the development of policy at the levels of the nation state and individual institutions the forces that shape policies with emphasis on human capital theory, citizenship and social justice and accountability research-based case studies highlighting the application of policy in a range of situations. The book provides a valuable resource for students, practitioners, middle managers and educational leaders in all sectors, both in the UK and internationally, who are engaged on masters and doctoral degrees, or undertaking leadership training and preparation programmes.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact.Series Editors - Clive Dimmock, Mark Brundrett and Les BellAs global pressures focus increasing attention on the outcomes of education policy and on their implications for economic prosperity and social citizenship, the experience of each individual learner is decisively shaped by the wider policy environment. However, there is often an underdeveloped understanding of how education policy is formed, what drives it and how it impacts on schools and colleges. This book explicitly makes these connections and links them to the wider challenges of educational leadership in a modern context. Education Policy is divided into three sections, which examine:the development of policy at the levels of the nation state and individual institutions the forces that shape policies with emphasis on human capital theory, citizenship and social justice and accountability research-based case studies highlighting the application of policy in a range of situations. The book provides a valuable resource for students, practitioners, middle managers and educational leaders in all sectors, both in the UK and internationally, who are engaged on masters and doctoral degrees, or undertaking leadership training and preparation programmes.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources, and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact.Series Editors - Clive Dimmock, Mark Brundrett and Les BellWhat is the role of leadership in developing strategies that enhance learning outcomes?Leadership for Quality and Accountability in Education addresses the interconnected issues of quality and accountability in the education system and provides a coherent framework within which these issues can be analysed. The authors outline the significance of promoting quality in all educational establishments and go on to discuss why quality and accountability have become so essential to the framework of leadership in education, how quality and accountability have been utilised on a national and international scale and what the defining characteristics of these terms are.The book is divided into three sections which explore three linked key aspects:Part I focuses on the concept and nature of quality and accountability and the process of developing a culture of quality;Part II addresses the issues of managing staff and resources, leadership for high-quality teaching and learning and relationships with stakeholders;Part III considers the impact and prospect of quality and accountability, including internal evaluation and external inspection.The book will appeal to educational leaders and managers, advisors and inspectors, and academic researchers. It will also be of particular relevance to Masters and doctoral degree students specialising in school leadership and management.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources, and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact.Series Editors - Clive Dimmock, Mark Brundrett and Les BellWhat is the role of leadership in developing strategies that enhance learning outcomes?Leadership for Quality and Accountability in Education addresses the interconnected issues of quality and accountability in the education system and provides a coherent framework within which these issues can be analysed. The authors outline the significance of promoting quality in all educational establishments and go on to discuss why quality and accountability have become so essential to the framework of leadership in education, how quality and accountability have been utilised on a national and international scale and what the defining characteristics of these terms are.The book is divided into three sections which explore three linked key aspects:Part I focuses on the concept and nature of quality and accountability and the process of developing a culture of quality;Part II addresses the issues of managing staff and resources, leadership for high-quality teaching and learning and relationships with stakeholders;Part III considers the impact and prospect of quality and accountability, including internal evaluation and external inspection.The book will appeal to educational leaders and managers, advisors and inspectors, and academic researchers. It will also be of particular relevance to Masters and doctoral degree students specialising in school leadership and management.

Leadership, Capacity Building and School Improvement provides a fresh and original perspective on the most important issues confronting today’s practitioners and academics in the field of educational leadership. New and exciting concepts are introduced such as the research-engaged school of the future. While its theoretical and evidence-based approach raises to a robust level the discussion on the most important leadership challenges of the day, the book is at the same time intensely practical in addressing everyday issues faced by contemporary policy makers and school practitioners. Underpinning the eleven chapters is a conceptual framework founded on the notion of leadership as capacity building, giving the book a coherence that many others on school leadership lack.Among the themes actively discussed are: Conceptualising and Contextualising Leadership – what is leadership? What distinguishes good from mediocre and poor leaders? What are the traits, dispositions and attributes that make for good leadership? How does context influence leadership? How appealing is leadership as a career? What are the components of capacity building leadership? Contemporary Leadership Themes – what is learning-centred leadership and how can it best promote good teaching and student learning? How can leaders distribute leadership across the school, and what are the pitfalls? How can leaders capitalise on the notion of the school as a professional learning community? How can leaders best be nurtured and developed? Policy, Leadership Practice and Impact – what new forms of leadership are presaged by the specialist schools policy as a means of school improvement? How can schools combine a focus on academic achievement with the need to prepare students for the changing twenty-first century workplace?Leadership, Capacity Building and School Improvement provides an up-to-date authoritative, critical and insightful account of school leadership. It combines advocacy and argument with evidence-based practice drawn from the most plausible and robust sources. This book will prove a valuable tool for those taking higher degrees in school leadership and management: school leaders on NPQH courses and school practitioners as a whole interested in interfacing with the latest empirical evidence and ideas, as well as academics teaching and researching in the area of educational leadership. Since the book adopts an international perspective, drawing its examples and evidence from both the Anglo-American and the Asian contexts, it will be found relevant to academics, policy makers and practitioners across these regions.Clive Dimmock is Visiting Professor at the National Institute of Education in Singapore and Professor Emeritus at the University of Leicester, UK.

Leadership, Capacity Building and School Improvement provides a fresh and original perspective on the most important issues confronting today’s practitioners and academics in the field of educational leadership. New and exciting concepts are introduced such as the research-engaged school of the future. While its theoretical and evidence-based approach raises to a robust level the discussion on the most important leadership challenges of the day, the book is at the same time intensely practical in addressing everyday issues faced by contemporary policy makers and school practitioners. Underpinning the eleven chapters is a conceptual framework founded on the notion of leadership as capacity building, giving the book a coherence that many others on school leadership lack.Among the themes actively discussed are: Conceptualising and Contextualising Leadership – what is leadership? What distinguishes good from mediocre and poor leaders? What are the traits, dispositions and attributes that make for good leadership? How does context influence leadership? How appealing is leadership as a career? What are the components of capacity building leadership? Contemporary Leadership Themes – what is learning-centred leadership and how can it best promote good teaching and student learning? How can leaders distribute leadership across the school, and what are the pitfalls? How can leaders capitalise on the notion of the school as a professional learning community? How can leaders best be nurtured and developed? Policy, Leadership Practice and Impact – what new forms of leadership are presaged by the specialist schools policy as a means of school improvement? How can schools combine a focus on academic achievement with the need to prepare students for the changing twenty-first century workplace?Leadership, Capacity Building and School Improvement provides an up-to-date authoritative, critical and insightful account of school leadership. It combines advocacy and argument with evidence-based practice drawn from the most plausible and robust sources. This book will prove a valuable tool for those taking higher degrees in school leadership and management: school leaders on NPQH courses and school practitioners as a whole interested in interfacing with the latest empirical evidence and ideas, as well as academics teaching and researching in the area of educational leadership. Since the book adopts an international perspective, drawing its examples and evidence from both the Anglo-American and the Asian contexts, it will be found relevant to academics, policy makers and practitioners across these regions.Clive Dimmock is Visiting Professor at the National Institute of Education in Singapore and Professor Emeritus at the University of Leicester, UK.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact.Series Editors - Clive Dimmock, Mark Brundrett and Les BellThe effects of globalization are evident in education policy around the world. Governments from the United States to China are driving their education systems to produce more skilled, more flexible, more adaptable employees. The pressure to perform is all-pervasive, meaning present-day leaders have to go beyond the principles of humane and equitable management practice and look for a competitive advantage through strategies that enhance motivation, build capacity for organizational improvement, and produce better value-added performance.Human Resource Management in Education debates the fundamental question of how far effective human resource management policies can enable schools and colleges to transcend the paradoxes of the global reform agenda. It analyses the relationship between leadership, the classroom and results, and uses case studies to explore the extent to which performance is enhanced by distributed leadership and constrained by social, political and economic contexts.The book is divided into three parts: examining the current context of human resource management, by critically analysing globalization, human capital theory, and worldwide trends in government legislation, societal values, and teacher culture(s); exploring two pairs of contemporary themes in human resource management, by comparing the roles of leaders and followers, on the one hand, and contrasting learning and greedy organizations, on the other; looking at how the context and the themes impact on particular contemporary practices in human resource management, by analysing the selection and development of professionals, the remodelling of school teams and the management of performance.The authors carefully blend advocacy with evidence to ensure relevance for both practitioner and academic audiences across the globe. The book would be of particular use to students on masters courses in educational leadership.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact.Series Editors - Clive Dimmock, Mark Brundrett and Les BellThe effects of globalization are evident in education policy around the world. Governments from the United States to China are driving their education systems to produce more skilled, more flexible, more adaptable employees. The pressure to perform is all-pervasive, meaning present-day leaders have to go beyond the principles of humane and equitable management practice and look for a competitive advantage through strategies that enhance motivation, build capacity for organizational improvement, and produce better value-added performance.Human Resource Management in Education debates the fundamental question of how far effective human resource management policies can enable schools and colleges to transcend the paradoxes of the global reform agenda. It analyses the relationship between leadership, the classroom and results, and uses case studies to explore the extent to which performance is enhanced by distributed leadership and constrained by social, political and economic contexts.The book is divided into three parts: examining the current context of human resource management, by critically analysing globalization, human capital theory, and worldwide trends in government legislation, societal values, and teacher culture(s); exploring two pairs of contemporary themes in human resource management, by comparing the roles of leaders and followers, on the one hand, and contrasting learning and greedy organizations, on the other; looking at how the context and the themes impact on particular contemporary practices in human resource management, by analysing the selection and development of professionals, the remodelling of school teams and the management of performance.The authors carefully blend advocacy with evidence to ensure relevance for both practitioner and academic audiences across the globe. The book would be of particular use to students on masters courses in educational leadership.

Lead your students to success through masterful reading programs!The success of students almost always depends upon their mastery of literacy during the early years of school. This groundbreaking text demonstrates how the development of literacy during the crucial PreK-3 years is fundamentally related to school leadership. Principals, administrators, policymakers, and instructors will all benefit from the 20 years′ worth of research-based and tested information that Murphy compiles.Leadership for Literacy features a comprehensive approach to studying the link between leadership and literary instruction. Four primary areas of scholarship—instructional leadership, quality instruction, school effectiveness, and successful reading programs—are examined. This resource provides school leaders with the tools they need to: Achieve quality literacy programs through effective leadershipFocus on the mastery of literacy among young childrenInfluence the political decisions that affect literacy programsPrevent literacy problems in students before they lead to school failureReach at-risk students and students of all levels and backgroundsLeadership for Learning does more than just prove the connection between leadership and literacy instruction; it demonstrates how successful literacy programs can become a reality in all schools.About the Author: Joseph Murphy is a professor of education at Peabody College of Education at Vanderbilt University. He is also chair of the Interstate School Leaders Licensure Consortium (ISLLC).

Lead your students to success through masterful reading programs!The success of students almost always depends upon their mastery of literacy during the early years of school. This groundbreaking text demonstrates how the development of literacy during the crucial PreK-3 years is fundamentally related to school leadership. Principals, administrators, policymakers, and instructors will all benefit from the 20 years′ worth of research-based and tested information that Murphy compiles.Leadership for Literacy features a comprehensive approach to studying the link between leadership and literary instruction. Four primary areas of scholarship—instructional leadership, quality instruction, school effectiveness, and successful reading programs—are examined. This resource provides school leaders with the tools they need to: Achieve quality literacy programs through effective leadershipFocus on the mastery of literacy among young childrenInfluence the political decisions that affect literacy programsPrevent literacy problems in students before they lead to school failureReach at-risk students and students of all levels and backgroundsLeadership for Learning does more than just prove the connection between leadership and literacy instruction; it demonstrates how successful literacy programs can become a reality in all schools.About the Author: Joseph Murphy is a professor of education at Peabody College of Education at Vanderbilt University. He is also chair of the Interstate School Leaders Licensure Consortium (ISLLC).

"Goldring and Berends provide practical and strategic counsel on what data should be collected, how data can be productively analyzed, and who should be involved. Their book positions this advice deftly in research on leadership and organizational change. As school leaders confront the challenges of meeting the needs of all students through continuous school improvement, they will find this book an essential resource."—Willis D. Hawley, Professor of Education and Public PolicyUniversity of MarylandA comprehensive, practical guide to using data effectively for school improvement!For any educator focused on enhancing student outcomes and schoolwide performance results, knowing how to collect appropriate data isn′t necessarily enough. Understanding how to analyze and use data as a pathway to improvement is the key. This comprehensive, hands-on guidebook discusses the essential statistical and assessment information that principals need to know, what types of data to look at, how to analyze the information, and how to use what they′ve learned to make critical choices for teaching and learning. Full of examples and recommendations, this book illustrates proactive strategies for collecting data and generating change while focusing on other measures of learning and school organization, including data about professional development, allocation of resources, family involvement, and community standards. Part of the Leadership for Learning series, this resource:Provides leaders with support in developing and sustaining schoolwide capacity for continuous improvement Links data-based decision making with accountability issues and shared mission and goals Includes numerous examples and cases, a glossary, school improvement template, sample forms, and data tools Leading With Data demonstrates how administrators can apply knowledgeable analysis of meaningful data for continuous, sustainable, and significant school improvement.

"How you spend your resources really does speak to the ethics, morals, and values about what is important. I use these ideas each day to help schools leverage their resources in strategic and creative ways to meet students′ needs." —Mary Nash, Assistant SuperintendentBoston Public Schools, MA"A powerful new lens for looking at school resources by fundamentally changing the question from ′How much money do schools need to succeed?′ to ′How well are resources being used to ensure student success?′"—Richard Murnane, Economist and ProfessorHarvard Graduate School of EducationStrategically reorganize school resources to support instructional and performance priorities! How can schools best use the resources they already have? That question is at the heart of this inspiring book for school and district administrators challenged with increasing student performance without additional funding. Exploring the link between purposeful resource allocation and academic achievement, Karen Hawley Miles and Stephen Frank demonstrate how educational leaders can develop successful and strategic schools by assessing how well they use all available resources—people, time, and money—and by creating effective alternatives to meet goals. The authors use their extensive research with urban schools and districts to present case studies of schools that successfully reorganized resources to implement the "Big 3 Guiding Resource Strategies": improving teaching quality, creating individual attention, and maximizing academic time. The Strategic School offers planning guides, checklists, worksheets, and strategies aligned with ISLLC standards to help leaders:Assess current resource use in new ways that go beyond the typical budget review Organize resources more creatively and flexiblyCraft a master schedule that worksConnect resource allocation to student and school performance

Recognize and promote exceptional teaching based on how students learn! To improve teaching, school leaders must understand how students learn. Authors P. Karen Murphy and Patricia Alexander explore key psychological dimensions of learners and explain how these dimensions can be incorporated into more effective teaching strategies. Their accessible overview of classic and current educational research is part of the Leadership for Learning initiative of the American Association of School Administrators (AASA). Understanding How Students Learn provides guiding principles that school leaders can use to help their teachers develop a learner-centered approach to instruction that enables all students to learn at high levels and do well on common measures of academic achievement. Concepts explored in-depth include: Learner growth and development Acquiring knowledge and understanding Cultivating learner motivation Strategic teaching and strategic learning The power of shared learningIn addition to outlining specific guidelines for research-based action, the authors provide leaders with an understanding of student learning that empowers them to work more productively with teachers, parents, community leaders, and students. Designed for principals and school administrators who have assumed the role of instructional leader, this book will also be an invaluable resource for those contemplating a career in school administration or teachers concerned with improving academic performance.

Recognize and promote exceptional teaching based on how students learn! To improve teaching, school leaders must understand how students learn. Authors P. Karen Murphy and Patricia Alexander explore key psychological dimensions of learners and explain how these dimensions can be incorporated into more effective teaching strategies. Their accessible overview of classic and current educational research is part of the Leadership for Learning initiative of the American Association of School Administrators (AASA). Understanding How Students Learn provides guiding principles that school leaders can use to help their teachers develop a learner-centered approach to instruction that enables all students to learn at high levels and do well on common measures of academic achievement. Concepts explored in-depth include:

Learner growth and development Acquiring knowledge and understanding Cultivating learner motivation Strategic teaching and strategic learning The power of shared learning

In addition to outlining specific guidelines for research-based action, the authors provide leaders with an understanding of student learning that empowers them to work more productively with teachers, parents, community leaders, and students. Designed for principals and school administrators who have assumed the role of instructional leader, this book will also be an invaluable resource for those contemplating a career in school administration or teachers concerned with improving academic performance.

Discover the link between ethical leadership and successful educational communities! In an age of accountability and transparency, principals are held responsible for everything from test scores to school finances. Because of this increased accountability, school leaders must regularly confront difficult ethical dilemmas. Ethical Leadership in Schools teaches principals and aspiring principals the concepts that inform ethical choices in leadership roles. Using brief vignettes, Kenneth A. Strike explores common situations that principals are likely to encounter and presents questions and issues to help them determine the ethical path. As part of the Leadership for Learning initiative of the American Association of School Administrators (AASA), this invaluable resource clearly explains complex ideas in an accessible, well-illustrated manner. To help resolve the dilemmas that challenge every school leader, this book:Guides readers through the process of making ethical decisions Bridges ethics to issues of accountability Provides scenarios that reflect the difficult choices facing principals Supplies the tools to create ethical advice in varied contexts Examines the central principles of fair cooperationThe study of ethics should emphasize what makes a school a good educational community. By creating communities that are competent, caring, and collegial, school leaders will be able to maximize their resources and meet the growing demands of accountability.

Discover the link between ethical leadership and successful educational communities! In an age of accountability and transparency, principals are held responsible for everything from test scores to school finances. Because of this increased accountability, school leaders must regularly confront difficult ethical dilemmas. Ethical Leadership in Schools teaches principals and aspiring principals the concepts that inform ethical choices in leadership roles. Using brief vignettes, Kenneth A. Strike explores common situations that principals are likely to encounter and presents questions and issues to help them determine the ethical path. As part of the Leadership for Learning initiative of the American Association of School Administrators (AASA), this invaluable resource clearly explains complex ideas in an accessible, well-illustrated manner. To help resolve the dilemmas that challenge every school leader, this book:Guides readers through the process of making ethical decisions Bridges ethics to issues of accountability Provides scenarios that reflect the difficult choices facing principals Supplies the tools to create ethical advice in varied contexts Examines the central principles of fair cooperationThe study of ethics should emphasize what makes a school a good educational community. By creating communities that are competent, caring, and collegial, school leaders will be able to maximize their resources and meet the growing demands of accountability.

"Schneider and Hollenczer fully understand the principal′s critical role as a community relations expert. Establishing good communication is hard work and does not happen automatically-Schneider and Hollenczer get it! This book must get to every university preparation program in the country." -Theodore Creighton, Executive Director National Council of Professors of Educational Administration "This is a timely and informative book that offers knowledge and skills necessary to navigate the turbulent waters of school administration in the 21st century. It′s a must-read for those who would be effective school leaders focused on continued school improvement." -Walter H. Warfield, Executive Director Illinois Association of School Administrators Develop successful communication strategies that yield real-world results! Today′s school principals are expected to be instructional leaders. They know the importance of working closely with teachers, parents, and community members as partners in transparent organizational settings where communication is rapid, on-demand, and two-way. This indispensable text shows practicing and aspiring principals how to manage that communication so that everything else they do has a chance to work as planned. This resource helps readers to: Discover a variety of successful communication frameworks Contend with greater outside access to school data Implement dynamic communication that reaches all school stakeholders This must-have resource is part of the Leadership for Learning initiative of the American Association of School Administrators (AASA).

"Schneider and Hollenczer fully understand the principal′s critical role as a community relations expert. Establishing good communication is hard work and does not happen automatically-Schneider and Hollenczer get it! This book must get to every university preparation program in the country." -Theodore Creighton, Executive Director National Council of Professors of Educational Administration "This is a timely and informative book that offers knowledge and skills necessary to navigate the turbulent waters of school administration in the 21st century. It′s a must-read for those who would be effective school leaders focused on continued school improvement." -Walter H. Warfield, Executive Director Illinois Association of School Administrators Develop successful communication strategies that yield real-world results! Today′s school principals are expected to be instructional leaders. They know the importance of working closely with teachers, parents, and community members as partners in transparent organizational settings where communication is rapid, on-demand, and two-way. This indispensable text shows practicing and aspiring principals how to manage that communication so that everything else they do has a chance to work as planned. This resource helps readers to: Discover a variety of successful communication frameworks Contend with greater outside access to school data Implement dynamic communication that reaches all school stakeholders This must-have resource is part of the Leadership for Learning initiative of the American Association of School Administrators (AASA).

"A hallmark volume by one of the nation′s most accomplished school improvement scholars. This is the most thoroughly researched, well-crafted, and useful volume on continuous improvement available. Smylie does for ′continuous improvement′ what Fullan did for change."—Joseph Murphy, Professor Vanderbilt UniversityDiscover what it takes to create lasting, positive change for your school, your teachers, and your students!Focusing on school change that improves teaching and learning, this guide for principals integrates evolutionary change theory with the research on continuous improvement. Mark A. Smylie begins with a succinct overview of organizational change that provides readers with the foundation they need to embark on a school change initiative. Interviews with educators involved with organizational change provide insightful examples and first-person responses to the challenges inherent in school change. Continuous School Improvement also addresses the major implementation problems that leaders face, such as: Building trustCreating a culture of mutual responsibilityBuilding supportSetting goalsResponding to teachers′ stress in the face of change

"Standing on the back of their groundbreaking research on school culture, Kruse and Seashore Louis provide an insightful and very practical guide that should be a must-read for anyone preparing to become a school leader."—Kenneth Leithwood, ProfessorOISE/University of Toronto"A manageable, well-rehearsed plan for discussion, research, and lots of reflective thought for any school leader willing to develop their own leadership and the culture in which they desire to lead."—Teresa P. Cunningham, PrincipalLaurel Elementary School, TNDevelop an integrated school culture that engages educators with their colleagues and communities! As a principal, you realize that effecting positive, long-lasting change requires support both within your school and in the wider community. This practical handbook shows school leaders how to build a climate of collaboration with staff, teachers, and parents as well as how to develop connections with foundations, business groups, social service providers, and government agencies. Sharon D. Kruse and Karen Seashore Louis call on principals to create a viable, sustainable school culture using organizational learning and trust to involve the professional community and to affect teaching and learning. This addition to the Leadership for Learning series presents a leadership approach that integrates teachers, parents, and community members into a coherent team. The authors examine schools that have achieved lasting cultural change and present practical strategies for:Diagnosing and shaping a school culture Revising leadership functions to broaden decision-making processes Rethinking organizational structures Supporting continuous improvement while ensuring stability Building Strong School Cultures draws from business and psychology research on motivating and organizing people to provide school leaders with the skills they need to promote effective change.