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E-grāmata: Leading Schools to Success: Constructing and Sustaining High-Performing Learning Cultures

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  • Formāts: PDF+DRM
  • Izdošanas datums: 08-Dec-2010
  • Izdevniecība: SAGE Publications Inc
  • Valoda: eng
  • ISBN-13: 9781452223537
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  • Formāts: PDF+DRM
  • Izdošanas datums: 08-Dec-2010
  • Izdevniecība: SAGE Publications Inc
  • Valoda: eng
  • ISBN-13: 9781452223537
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What's missing in education reform in the United States? The answer is leadership---specifically, the ability of school and district leaders to construct and continually nurture a culture of sustained high performance. A true leader needs to have not only a vision of the desired culture but also the skills and information necessary to make that vision a reality. Based in their combined 70 years of classroom and administrative experience, renowned authors James W. Guthrie and Patrick J. Schuermann offer a practice-based approach, grounded in research and theory, to achieving and maintaining an atmosphere of success in schools through effective leadership.



Taking a practice-based approach that is grounded in research and theory, Leading Schools to Success: Constructing and Sustaining High Performing Learning Cultures offers current and future educational leaders with operational knowledge they can employ to construct and sustain a highly effective school culture focused on enhanced student performance.
Preface xiii
Acknowledgments xxiii
School Culture Checklist xxvii
ELCC Standards xxxix
Case Study 1 Buchanan Middle School: Can School Culture Get Better Than This?
1(33)
Chapter 1 Defining and Specifying the Significance of School Culture
7(27)
Introduction
8(1)
The Larger Concept of "Culture"
8(4)
Defining and Describing the Concept of "Culture"
9(3)
Applying the Concept of Culture to Schools: What is School Culture?
12(8)
Failure of Contemporary Education Reforms and the Regrettable Absence of a Concern for a Coherent and Productive School "Culture"
13(5)
Why have Reform Efforts Proved to Be Unproductive?
18(1)
The Special Case of High Schools
19(1)
Concern for Context
19(1)
Making the Transition to a High-Performing School Culture
20(10)
Exploring What is Known Empirically About "Turnarounds"
20(1)
Empirical Findings on Effective School Culture Components
21(7)
Distilling What Matters Operationally
28(2)
Pulling it All Together for Discussion
30(1)
Conclusion
31(1)
Questions for Discussion
32(2)
Case Study 2 Possible Reform at Washington High School: How Far Can a Productive Culture Stretch?
34(38)
Chapter 2 Components of a High-Performing School Culture
39(33)
Introduction
40(1)
Forces Influencing the Construction and Enhancement of a High-Performing School Culture
40(7)
Expectations
42(2)
Resource Constraints
44(1)
Regulations
45(2)
Components of an Effective School Culture
47(14)
Rigorous and Aligned Curriculum
48(3)
Effective Instruction
51(3)
Personalized Learning Connections
54(3)
Professional Behavior
57(1)
Connections to External Communities
57(3)
Learning-Centered Leadership
60(1)
Articulating a Vision and Gaining Support for a Successful School Culture
61(7)
Creating a Vision of a Successful School Culture
61(3)
Gaining Commitment
64(4)
Conclusion
68(1)
Questions for Discussion
68(4)
Case Study 3 Walton Charter Prepares to Select a Head: What Kind of Leader Might Best Create a Productive Culture?
72(34)
Chapter 3 Leadership and Effective School Culture
77(29)
Introduction
78(1)
Shaping and Continually Reshaping One's Leadership Style in Order to Nurture an Effective School Culture
79(6)
What is Leadership Style?
79(3)
Self-Consciously Constructing a Leadership Style
82(3)
Constructing Professional Philosophies
85(1)
Questions Illustrative of One's Philosophy of Education, Views of School Culture and Instruction, and Management
85(1)
Setting Priorities
86(4)
Being Mindful of Means
88(1)
Personal Values
89(1)
Instilling PRIDE: Putting Life Into Practical Priorities
90(7)
Policy
90(1)
Resources: People, Money, and Time
91(5)
Incentives
96(1)
Data Used Systematically
96(1)
Empowerment
97(1)
Communicating Purposes, Creating Impressions, Confronting Conflict
97(4)
Communicating Purposes
97(2)
Influencing Follower Impressions
99(1)
Vectors of Personal Impression (Initial and Lasting) Amenable to Influence
100(1)
Difficult Conversations
100(1)
Leader Ethics and Consistent Behavior
101(1)
The Unsung Significance of Predictable Leader Behavior
102(1)
Conclusion
103(1)
Questions for Discussion
103(3)
Case Study 4 Warren County School Board Performance Pay Cram Down: Can a Productive Culture Withstand an Unexpected External Pressure?
106(29)
Chapter 4 Personnel and School Culture
113(22)
Introduction
114(1)
Identifying, Recruiting, Selecting, and Continually Developing Effective Teachers
114(11)
Recruiting Candidates
114(1)
Selecting From Among Applicants
115(5)
Persuading a Highly Qualified Candidate to Accept a Position
120(1)
Induction
121(1)
Mentoring
121(1)
Professional Growth
121(1)
Motivating Teachers and Others
122(3)
Ensuring Effective Staff Performance
125(8)
Monitoring Staff
127(3)
Rewarding Staff Symbolically and Ceremonially
130(3)
Conclusion
133(1)
Questions for Discussion
133(2)
Case Study 5 The Challenge of an (Almost) Brand-New School: Can the Past Be Blended with the New to Form a Productive Culture?
135(28)
Chapter 5 Resource Deployment and School Culture
139(24)
Introduction
140(1)
A Theory of Action
141(1)
An Investment Mentality Regarding Allocating Resources (and Rewards)
141(3)
Resources (and Related Rewards) to Be Considered
144(5)
Psychic Resources
145(3)
Material Resources
148(1)
A Primer on Conventional School District Budgeting
149(1)
Identifying Added Material Resources
150(9)
Reaping Discretionary-Spending Dividends From Presently Inefficient Practices
151(3)
Milking Intradistrict Financial Inequities to Advantage Low-Achieving Schools
154(2)
Repurposing Spending to Elevate Academic Achievement
156(3)
Crucial Nature of Performance and Program Evaluations in Determining Targets for Resource Reallocation and Continually Assessing Return on Resource Investment
159(1)
Where to Invest Discretionary Resources
159(2)
Performance Effectiveness and Related Data Systems
159(1)
Teacher Effectiveness and Remediation
160(1)
Technology as an Investment Target
160(1)
Dysfunctional Resource Allocation Paths to Avoid
161(1)
Conclusion
161(1)
Questions for Discussion
162(1)
Case Study 6 Data, Data Everywhere but Hardly a Drop of Useful Information
163(38)
Chapter 6 Data-Driven Decision Making and School Culture
169(32)
Introduction
170(2)
Strategic Approaches to Decision Making in Education
172(4)
Continuous Improvement
173(1)
Focus Efforts and Monitor Progress
173(1)
Meet Accountability Requirements
174(1)
Build Community Through Organizational Learning
175(1)
Systematic Collection and Use of School Data
176(22)
Data Leadership Team Appropriately Supported
177(3)
Purposeful Data Collection and Analysis
180(6)
Crafting a Data-Based Plan to Enhance Practice
186(5)
Analyzing Data Integral to School Effectiveness
191(7)
Conclusion
198(1)
Questions for Discussion
199(2)
Case Study 7 "My Way" Ray and the "New" Accountability
201(21)
Chapter 7 Measurement, Performance Accountability, and Reward Structures
205(17)
Introduction
206(1)
Contemporary Evolution of Accountability as a School Management Idea
206(3)
A Nation at Risk
207(1)
National Education Goals
208(1)
No Child Left Behind (NCLB)
208(1)
Performance Measurements: Issues Regarding External Influences
209(1)
Approaches to Measuring Student and Educator Effectiveness
210(5)
Attainment
210(2)
Gain
212(1)
Value Added
213(2)
Aligning Performance Measurement with Personnel Incentives
215(2)
What to Do When Performance Lags Expectations?
217(2)
Individual Sanctions
218(1)
Group Sanctions
218(1)
Conclusion
219(1)
Questions for Discussion
219(3)
Case Study 8 A Principal Opening at the Grant School: Can a Dysfunctional Culture Be Undone?
222(27)
Chapter 8 Contextual Challenges Confronting the Formation of a Learning Culture
227(22)
Introduction
228(1)
An Extensive and Sometimes Conflicting Distribution of Authority
229(3)
From Where Did Such Decentralization Come?
230(2)
A Pervasive Political Overlay
232(1)
Mitigating Centripetal Forces
233(1)
Characterizing the Contexts of Public School Leadership
234(1)
Sources of Leaders' Contextual Constraints
235(10)
School Districts are Frequently Characterized by Primitive Management Precepts
235(1)
Hierarchical Decision Authority
236(1)
Insufficient Principal Empowerment
237(1)
Dysfunctional Resource Dynamics
238(1)
School Budgeting Obfuscation
239(2)
Outmoded Reward Systems
241(1)
Management Information Deficiencies
241(1)
Insufficient Core Knowledge Regarding Instruction and Schooling
242(1)
Badly Needed Empirical Research Regarding Instruction
243(2)
Continuous-Learning Orientation Not a Present-Day Part of School Culture
245(1)
Conclusion
245(1)
Questions for Discussion
246(3)
Index 249(8)
About the Authors 257
Patrick Schuermann is a Research Assistant Professor at Peabody College of Vanderbilt University. He received his doctorate from the Department of Leadership, Policy, and Organizations. His principal research agenda focuses on non-traditional public schools and independent school leadership issues.

Over the past several years, Patrick has worked with a trans-institutional team of university leaders and regional independent school leaders to create the Independent School Leadership Institute, which is a joint venture between the National Research and Development Center on School Choice and the Peabody Professional Institutes.

His doctoral dissertation focuses on an integrated approach to faculty evaluation, professional development, and compensation models for non-traditional schools.
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