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E-grāmata: Leadership in America''s Best Urban Schools

4.22/5 (11 ratings by Goodreads)
(San Diego State University, USA), (San Diego State University, USA), (San Diego State University, USA)
  • Formāts: 170 pages
  • Izdošanas datums: 03-Feb-2017
  • Izdevniecība: Routledge
  • ISBN-13: 9781317412380
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Leadership in America''s Best Urban SchoolsPalielināt
  • Formāts: 170 pages
  • Izdošanas datums: 03-Feb-2017
  • Izdevniecība: Routledge
  • ISBN-13: 9781317412380
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This practical guide blazes the way forward towards effective leadership by providing tools and strategies that educators can adopt to improve their own schools.Leadership in America’s Best Urban Schools describes and demystifies the qualities that successful leaders rely on to make a difference at all levels of urban school leadership. In this comprehensive and insightful resource, each chapter is devoted to one of seven critical leadership characteristics found in high-performing urban schools and gives leaders the tools to move urban schools to higher levels of achievement for all students—but especially for students who are low-income, English-language learners, disabled, or of color.

Grounded in research, this volume reveals the multiple challenges that real urban elementary, middle, and high schools face as well as the catalysts for their dramatic improvement. In shining a light on the essential qualities for exceptional leadership at all levels of urban schools, this book is a valuable guide for all educators and administrators.

Recenzijas

"We have known for many years that leadership matters, and in this important new book we learn what school leaders do to make a difference for all children in urban schools. For educators, policymakers, and parents looking for ways to improve schools, this book will be an invaluable resource."

-Pedro A. Noguera, PhD, Distinguished Professor of Education, Graduate School of Education & Information Studies, UCLA

List of Illustrations
viii
Acknowledgments ix
Meet the Authors x
Preface xi
Part I Schools that Achieve Outstanding Results for All Students
1(76)
1 Excellent and Equitable Learning Results
3(17)
Evidence of Excellence and Equity
5(4)
Leadership for Excellence and Equity
9(5)
Summary
14(1)
What It Is & What It Isn't: Excellent and Equitable Learning Results
14(1)
School Self-Assessment Tool: Is Your School Achieving Excellence and Equity?
15(5)
2 Positive Transformational Culture
20(17)
Positive Transformational Culture as the Foundation
22(2)
The Power of a Coherent Educational Improvement System to Create and Sustain Positive Transformational Cultures
24(5)
Summary
29(3)
What It Is & What It Isn't: Positive Transformational Culture
32(2)
School Self-Assessment Tool: Does Your School Have a Positive Transformational Culture?
34(3)
3 Access to Challenging Curricula for All Students
37(14)
Focus on Deep Understanding
37(1)
Writing to Promote Understanding
38(1)
Access to Art, Music, Physical Education, and Other Non-Tested Subjects
39(1)
Rigor for All Students
40(1)
The Power of a Coherent Educational Improvement System to Ensure Curricular Rigor for All Students
40(5)
Summary
45(1)
What It Is & What It Isn't: Access to Challenging Curricula for All Students
46(2)
School Self-Assessment Tool: Does Your School Provide Access to Challenging Curricula for All Students?
48(3)
4 Effective Instruction that Results in Engagement and Mastery
51(26)
Common Practices
53(9)
The Power of a Coherent Educational Improvement System to Ensure Effective Instruction
62(7)
Summary
69(1)
What It Is & What It Isn't: Effective Instruction that Results in Engagement and Mastery
69(3)
School Self-Assessment Tool: Does Your School Provide Effective Instruction that Results in Engagement and Mastery?
72(5)
Part II Leadership that Promotes Outstanding Results for All Students
77(60)
5 Leadership that Influences the Desire to Change
79(13)
Framing a Reason for Change that Resonates
82(2)
Specifying Who Will Benefit from the Change
84(1)
Basing Every Decision on the Fundamental Reason for Change
85(1)
Summary
86(1)
What It Is & What It Isn't: Leadership that Influences the Desire to Change
87(1)
School Self-Assessment Tool: Does Your School Leadership Positively Influence the Desire to Change?
88(4)
6 Leadership that Influences Belief in the Capacity to Improve and Succeed
92(14)
Modeling Belief that All Students Will Improve and Succeed
93(2)
Finding and Celebrating Evidence that Cultivates Belief
95(4)
Confronting Disbelief
99(2)
Summary
101(1)
What It Is & What It Isn't: Leadership that Influences Belief in the Capacity to Improve
102(2)
School Self-Assessment Tool: Does Your School Leadership Positively Influence Belief in the Capacity to Improve and Succeed?
104(2)
7 Leadership that Influences Clarity about Roles and Responsibilities
106(12)
Clear, Consistent, and Regular Communication of Expectations
108(2)
Prioritizing and De-Prioritizing Roles and Responsibilities
110(2)
Promoting Inquiry and Flexibility
112(1)
Summary
113(1)
What It Is & What It Isn't: Leadership that Influences Clarity about Roles and Responsibilities
114(1)
School Self-Assessment Tool: Does Your School Leadership Influence Clarity about Roles and Responsibilities?
115(3)
8 Leadership that Builds Capacity to Succeed
118(19)
Identifying and Responding to the Reasons for the Lack of Effectiveness
120(4)
Distributing Leadership to Build Capacity
124(1)
Providing Enough Support to Reduce Fear and Magnify Enthusiasm
125(5)
Integrating Collaboration, Professional Development, and Observation and Feedback
130(1)
Summary
131(1)
What It Is & What It Isn't: Leadership that Builds Capacity to Succeed
131(3)
School Self-Assessment Tool: Does Your School Leadership Build Capacity to Succeed?
134(3)
Epilogue
137(8)
Equity and Excellence are Attainable
137(1)
The Pursuit of Excellence and Equity is Difficult
137(4)
Implications for School Leader Preparation
141(1)
Implications for School Districts
141(4)
Appendix A 2017 National Excellence in Urban Education Eligibility Criteria 145(3)
Appendix B National Excellence in Urban Education Award Winners 148
Joseph F. Johnson, Jr. is Dean of the College of Education, Executive Director of the National Center for Urban School Transformation, and the QUALCOMM Professor of Urban Education at San Diego State University, USA.

Cynthia L. Uline is Professor Emeritus of Educational Leadership and Director of the National Center for the 21st Century Schoolhouse at San Diego State University, USA.

Lynne G. Perez is Deputy Director of the National Center for Urban School Transformation at San Diego State University, USA.
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