PSEL/NELP Leadership Preparation – serie

Co-published with UCEA, this exciting new textbook is the first to tackle the ISLLC Standard 2—Instructional Leadership. In light of recent curriculum reforms, accountability policies, and changing demographics, today’s leaders must not only have expertise in culture building and supervision skills, but also in adult learning, cultural funds of knowledge, curriculum, and the role of politics. The New Instructional Leadership helps aspiring school leaders examine their beliefs and practices about instructional leadership in relation to ISLLC Standard 2 and provides the theory, learning experiences, and analytical tools for effective leadership in today’s world. Chapters cover issues of collaboration, curricular programming, motivation, supervision, accountability, capacity building, use of technology, monitoring, and evaluation.Special Features: Case Studies—encourage readers to reflect and actively engage with instructional leadership beliefs and practices. Fieldwork and Extended Reflections—a range of inquiry activities provide students with opportunities to consider problems of practice related to the standard. Strategies for Leaders—offers students practical and accessible ideas in order to transform their practice to address the complex challenges facing contemporary schools.Theoretically grounded and research-based, this unique volume will help aspiring and current leaders to understand instructional leadership and help them to sustain strong curricular and instructional programs in their increasingly diverse schools and communities.

Co-published with UCEA, this exciting new textbook is the first to tackle the ISLLC Standard 2—Instructional Leadership. In light of recent curriculum reforms, accountability policies, and changing demographics, today’s leaders must not only have expertise in culture building and supervision skills, but also in adult learning, cultural funds of knowledge, curriculum, and the role of politics. The New Instructional Leadership helps aspiring school leaders examine their beliefs and practices about instructional leadership in relation to ISLLC Standard 2 and provides the theory, learning experiences, and analytical tools for effective leadership in today’s world. Chapters cover issues of collaboration, curricular programming, motivation, supervision, accountability, capacity building, use of technology, monitoring, and evaluation.Special Features: Case Studies—encourage readers to reflect and actively engage with instructional leadership beliefs and practices. Fieldwork and Extended Reflections—a range of inquiry activities provide students with opportunities to consider problems of practice related to the standard. Strategies for Leaders—offers students practical and accessible ideas in order to transform their practice to address the complex challenges facing contemporary schools.Theoretically grounded and research-based, this unique volume will help aspiring and current leaders to understand instructional leadership and help them to sustain strong curricular and instructional programs in their increasingly diverse schools and communities.

Co-published with UCEA, this exciting new textbook is the first to tackle the ISLLC Standard #6—the political context of education. This unique volume helps aspiring school leaders understand the dynamics of educational policy in multiple arenas at the local, state, and federal levels. Leaders are responsible for promoting the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural contexts in which education and learning reside. Featuring Case studies and Suggested activities, this book provides an authentic illustration of the political dynamics that emanate from individual, social, economic, and cultural issues surrounding all schools and further aspiring school leaders’ understanding of political issues through experiences. By presenting problem-posing cases, theoretical grounding, relevant research, and implications for practice, this book provides aspiring leaders with the background, learning experiences, and analytical tools to successfully promote student success in their contexts.Companion website – includes shared resources relevant to all ISLLC standards, along with particular activities for ISLLC Standard #6

Co-published with UCEA, this exciting new textbook is the first to tackle the ISLLC Standard #6—the political context of education. This unique volume helps aspiring school leaders understand the dynamics of educational policy in multiple arenas at the local, state, and federal levels. Leaders are responsible for promoting the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural contexts in which education and learning reside. Featuring Case studies and Suggested activities, this book provides an authentic illustration of the political dynamics that emanate from individual, social, economic, and cultural issues surrounding all schools and further aspiring school leaders’ understanding of political issues through experiences. By presenting problem-posing cases, theoretical grounding, relevant research, and implications for practice, this book provides aspiring leaders with the background, learning experiences, and analytical tools to successfully promote student success in their contexts.Companion website – includes shared resources relevant to all ISLLC standards, along with particular activities for ISLLC Standard #6

This volume provides a set of principles and systematic methods for improvement to help district and school leaders achieve the continuous improvement goals embedded in the Professional Standard for Educational Leadership (PSEL) and the National Educational Leadership Program (NELP) standards. Bringing the PSEL Standard 10 to life, this book tackles the why, how, and what of continuous improvement through an equity lens. In the first section, Leading Continuous Improvement in Schools provides an overall introduction to and rationale for continuous improvement, situating current approaches to continuous improvement, situating current approaches to continuous improvement in education within broader historical and sectoral contexts. The second section highlights how the tenets of improvement science – such as making iterative, incremental, evidence-based advancements; utilizing practical measurements; and acknowledging variability – position school and system leaders to adaptively integrate systematic and evidence-based approaches to change as part of ongoing organizational processes. The book concludes with a section that invites readers to consider leadership approaches that forward improvement work, how leaders can build internal capacity to engage in improvement, and how policy can support efforts to build and sustain the capacity for continuous improvement. Special features include beginning-of-chapter highlights, end-of-chapter connections to standards, and action inventories through each chapter. Overall, the volume provides a focus on the continuous improvement aspects of the NELP and PSEL standards that serves as a bridge, supporting students preparing to become educational leaders in their journey from learning about continuous improvement to learning how to lead continuous, equity-oriented improvement work in their own contexts.

This volume provides a set of principles and systematic methods for improvement to help district and school leaders achieve the continuous improvement goals embedded in the Professional Standard for Educational Leadership (PSEL) and the National Educational Leadership Program (NELP) standards. Bringing the PSEL Standard 10 to life, this book tackles the why, how, and what of continuous improvement through an equity lens. In the first section, Leading Continuous Improvement in Schools provides an overall introduction to and rationale for continuous improvement, situating current approaches to continuous improvement, situating current approaches to continuous improvement in education within broader historical and sectoral contexts. The second section highlights how the tenets of improvement science – such as making iterative, incremental, evidence-based advancements; utilizing practical measurements; and acknowledging variability – position school and system leaders to adaptively integrate systematic and evidence-based approaches to change as part of ongoing organizational processes. The book concludes with a section that invites readers to consider leadership approaches that forward improvement work, how leaders can build internal capacity to engage in improvement, and how policy can support efforts to build and sustain the capacity for continuous improvement. Special features include beginning-of-chapter highlights, end-of-chapter connections to standards, and action inventories through each chapter. Overall, the volume provides a focus on the continuous improvement aspects of the NELP and PSEL standards that serves as a bridge, supporting students preparing to become educational leaders in their journey from learning about continuous improvement to learning how to lead continuous, equity-oriented improvement work in their own contexts.

Strategic Human Resources Management in Schools provides a new approach to human resources management, grounded in the perspectives of cutting-edge practice, research, and theory. Traditional human resource (HR) practices in education have operated in an isolated and reactionary manner; this book explores an updated version of personnel administration that links strategic human resources to organizational goals, educational mission, educator well-being, and student success. Coverage includes exemplar strategic HR practices from progressive organizations and leading companies, discussion of tricky issues like discrimination and implicit bias, and developmental and humanistic support of teachers as well as support staff, including paraprofessionals, food service workers, and bus drivers. The Talent-Centered Education Leadership (TCEL) model presented in this book explores how educational leaders can create a nurturing and inclusive workplace for all educational staff, which is ultimately critical for improvement in student learning and strengthening recruitment and retention of a quality education workforce. Designed for aspiring leaders, this volume is grounded in the Professional Standards for Educational Leaders (PSEL) and National Educational Leadership Preparation (NELP) Building and District Level standards and is full of rich pedagogical features including cases, “warning boxes” to explore areas particularly thorny to navigate, questions for discussion, and various learning activities.

Strategic Human Resources Management in Schools provides a new approach to human resources management, grounded in the perspectives of cutting-edge practice, research, and theory. Traditional human resource (HR) practices in education have operated in an isolated and reactionary manner; this book explores an updated version of personnel administration that links strategic human resources to organizational goals, educational mission, educator well-being, and student success. Coverage includes exemplar strategic HR practices from progressive organizations and leading companies, discussion of tricky issues like discrimination and implicit bias, and developmental and humanistic support of teachers as well as support staff, including paraprofessionals, food service workers, and bus drivers. The Talent-Centered Education Leadership (TCEL) model presented in this book explores how educational leaders can create a nurturing and inclusive workplace for all educational staff, which is ultimately critical for improvement in student learning and strengthening recruitment and retention of a quality education workforce. Designed for aspiring leaders, this volume is grounded in the Professional Standards for Educational Leaders (PSEL) and National Educational Leadership Preparation (NELP) Building and District Level standards and is full of rich pedagogical features including cases, “warning boxes” to explore areas particularly thorny to navigate, questions for discussion, and various learning activities.

Co-published with UCEA, this new textbook tackles Standard #2 of the Professional Standards for Educational Leaders (PSEL)—Ethics and Professional Norms. This volume includes specific strategies for school leaders to develop knowledge and skills in supporting the learning and development of all students, as well as understanding the dynamics and importance of ethics in leadership practice. By presenting problem-posing cases, theoretical grounding, relevant research, implications for practice, and learning activities, this book provides aspiring leaders with the background, learning experiences, and analytical tools to successfully promote ethical leadership and student success in their contexts.Special features include:• Case Studies—provide an opportunity to practice ethical reasoning and engage in the discussion of complexities and debates within each case.• Learning Activites—a range of exercises help readers make connections to the PSEL standard.• Important Resources—includes resources that support and encourage students to explore each of the chapter’s elements.