Description : Educational practitioners in America have become disillusioned with university preparation programmes that fail to prepare them for the realities of the workplace. This volume summarizes the knowledge gained from five of the programmes instigated by the Danforth Foundation in its efforts to stimulate new approaches to the training of educational leaders. The ramifications of what has been learned is discussed and an analysis of future issues for American schools is provided.
Description : Sponsored by the University Council of Educational Administration, this comprehensive handbook is the definitive work on leadership education in the United States. An in-depth portrait of what constitutes research on leadership development, this handbook provides a plan for strengthening the research-based education of school leaders in order to impact leadership’s influence on student engagement and learning. Although research-oriented, the content is written in a style that makes it appropriate for any of the following audiences: university professors and researchers, professional development providers, practicing administrators, and policy makers who work in the accreditation and licensure arenas.
Description : The primary contribution of this book, is not its advocacy of a specific position but rather, its objective analysis of cogent topics. The content prompts us to consider governance in relation to quality education and to ponder alternative policy strategies that have yet to be fully evaluated. As a young doctoral student more than a few years ago, William Van Til, an eminent scholar and a mentor, reminded me almost daily that members of the education profession had a moral responsibility to address the most difficult questions about education and democracy. These enduring queries, he argued, extended to determining how this critical social service should be organized and controlled and to determining the appropriate roles for administrators and teachers. Those in our profession who fail to heed his advice by remaining indifferent to these philosophical dilemmas should consider Plato’s longstanding warning: “One of the penalties for refusing to participate in politics is that you end up being governed by your inferiors."
Description : Reshaping the Landscape of School Leadership Development: A Global Perspective traces developments in this arena as they evolved since 1980. The book is comprised of chapters authored by the leading scholars in the fields of educational leadership and school leadership development from the United States, Canada, Europe, Asia, and Australia. The volume is designed as one part primer on key policy issues (e.g., the role of standards), one part description of global leadership development practices (professional learning communities, problem-based leadership preparation, computer simulation, and apprenticeships) in school leadership development, and one part assessment of future trends.
Description : This fully updated Second Edition offers an unflinching and comprehensive overview of the full range of both practical and theoretical issues facing educational leadership today. Editor Fenwick W. English and 30 renowned authors boldly address the most fundamental and contested issues in the field, including culturally relevant and distributed leadership; critical policy and practice issues predicting the new century’s conflict; the paradox of changes; and the promises, paradoxes, and pitfalls of standards for educational leaders.
Description : Critically examine the intersections of learning and leadership. Using L. Dee Fink's taxonomy of signicant learning as a scaffold, experts in leadership education explain connections between emerging scholarship of teaching and learning and current trends in leadership, how to develop a more complex understanding of the levers of leadership learning, the environments that promote meaningful and measurable leadership learning, and the evidence behind such a practice. This volume examines: the role of leadership educator, the roles of authenticity (being true to one’s self) and criticality in education (interrogating beliefs and questioning power dynamics), select learning theories and their implications for leadership learning, and strategies for constructing leadership-related learning outcomes and assessing leadership learning. The Jossey-Bass quarterly report series New Directions for Student Leadership explores leadership concepts and pedagogical topics of interest to high school and college leadership educators. Issues are grounded in scholarship and feature practical applications and best practices in youth and adult leadership education.
Description : "This highly relevant handbook addresses and discusses a key period of change to the educational landscape with regard to the increased use of support staff. By highlighting the central problems found in every day classrooms, the authors argue that it is not individual Teaching Assistants who are at fault, but systemic school and classroom factors within which Teaching Assistants operate and over which they have little or no control. Based on results from the authors' pioneering research project, the 'Deployment and Impact of Support Staff' (DISS) which for the first time ever, studied in detail the impact of Teaching Assistants on pupils and teachers, this handbook provides essential, practical information and tools to allow schools to conduct a fundamental review of current practice and provide a framework for reforming methods of support staff deployment. As a pressing need emerges for clear, well-informed guidance on effective ways of deploying and preparing Teaching Assistants and teachers, current methods are also re-evaluated in order for school managers to realise and unleash the huge potential of Teaching Assistants working in mainstream schools"--
Description : School reform is a top priority for governments today. This timely and challenging book, edited by leading international researchers, Kathryn Riley and Karen Seashore Louis, offers a rich comparative perspective on leadership for change and school reform. Contributors form North America, Europe and Australia demonstrate how school leadership is influenced by global pressures, differing national and state contexts and local concerns. They illustrate the limitations of reform initiatives which focus on school leaders tot he exclusion of the many other organisations which affect school, such as national and local governments, professional associations and school communities. This book raises some important questions such as: *How can school leaders create intelligent, thinking schools? *How can leadership and learning be linked together? *What are the characteristics of effective local education authorities and school districts? *What is the role of teacher organisations in educational reform and change? *What happens if businesses, teachers, parents and local communities have different views of what makes a good school? The text illustrates the ways in which leadership is rooted in learning, and identifies new directions for school leadership. It challenges conventional notions of leadership, offering an expanded view, which sees leadership just as an individual role-based function, but as a network of relationships among people, structures and cultures. This lively and provocative book should be read by all those interested in education reform.
Description : The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
Description : Leadership for Change in Teacher Education: Voices of Canadian Deans of Education presents a rich sampling of diverse perspectives on the topic in a unique collection of reflections contributed by Canadian deans of education. The focus of the inquiry, “What would we hear from deans of education invited to share their perspectives on leadership for change in contemporary teacher education?” invited deans of education to reflect on the research, policies and practices currently informing their leadership. The results, fourteen engaging and provocative essays, offer important insights and increased understandings of the complex nature of their work and explore concerns raised in relation to lived experience and the multi-faceted processes of leading change for teacher education in contemporary contexts. Reflections in these short essays underscore the critical role of deans in provoking, supporting and championing new ideas and approaches to pedagogy for teacher education, and make clear the complexities inherent in leading the change. The Coda highlights the limited scope of related research available in the current literature and recommends urgent attention, in both research and practice, to the preparation of deans and support for their ongoing professional learning and sustainable leadership. This book will be of great interest to scholars, deans of education, teacher educators, university administrators and other policymakers. “Leadership for Change was a catalyst to immersing myself in this book, promising as it does the “Voices of Canadian Deans of Education”. A member of the Association of Canadian Deans of Education (ACDE) for over a decade, I have been honoured to join these voices around many conference tables and other informal sessions. The promise of important insights these voices can share is fulfilled within every one of the compelling chapters. The book reminds us of the diverse geographical, political, and theoretical contexts that enhance understandings of multiple perspectives on leadership and the complex educational challenges inherent in contemporary teacher education. A deep commitment to public education and a profound work ethic towards stellar, relevant teacher education resonates across the work of these deans of education. This thought-provoking book makes a valuable contribution to the literature on reconceptualising leadership for teacher education.” – Professor Fern Snart, Dean of Education, University of Alberta