Many new approaches to school improvement are being proposed in the current climate of assessment and school accountability. This book explores one of these approaches, a new model of leadership training known as Learner-Centered Leadership (LCL). It is built around the fundamental idea that learning and learning communities are natural processes that, when properly harnessed, can lead to the highest levels of professional engagement and problem solving. Key features of this exciting new approach to school leadership include the following:
Broad-based and GenerativeThe books narratives vividly illustrate the extraordinary ability of LCL to generate new approaches to leadership development. For example, encouraging and assisting school leaders to reflect on their own leadership attributes relative to the implementation of the school mission to ensure high teacher efficacy and student learning. In this respect the volume contributes significantly to the field of school leadership and professional development by extending above and beyond a narrow focus on instructional leadership. Practice OrientedBy creating communities that encourage conversation and analysis the new data-driven models of school improvement are more likely to be successfully implemented. Without analytical discourse, the process of interpreting school data and transforming it into practice would be largely lost. Conceptually AppropriateThe realization that everyone within a school (students, teachers, administrators) belongs to the same learning community minimizes status differences and encourages teamwork. The LCL administrator is much less likely to be authoritarian and power-oriented and much more likely to be transformative and student outcome focused. This book is appropriate for masters level courses and certification seminars, and for inservice workshops dealing with school leadership.
Recenzijas
"I admire the work of those in the LCL movement... the book has enouraged me to find out more about the program. If that is the goal of Danzig, Borman, Jones, and Wright, they have succeeded..." - Stephen A. Truhon, PsycCRITIQUES
Contents:D.C. Berliner, Foreword. Part I:Introduction and Overview of
Learner-Centered Leadership.A.B. Danzig, K.M. Borman, B.A. Jones, W.F.
Wright, Learner-Centered Leadership: New Directions for School Leadership in
a National Perspective. Part II:Historical and Intellectual Underpinnings of
Learner-Centered LeadershipPolicy Shifts and Historical Shifts in
Professional Development for Principals. A. Lieberman, B. Falk, L.
Alexander,A Culture in the Making: Leadership in Learner-Centered Schools.
A.B. Danzig, G. Blankson, G. Kiltz, A Learner-Centered Approach to Leadership
Preparation and Professional Development. G.T. Bellamy, C.L. Fulmer, M.J.
Murphy, R. Muth, Conceptual Foundations for Principal Leadership. Part III:
Professional Development, Context Knowledge, Curricular Reform, and
Administrator Development.L.M.C. Clarkson, K.S. Louis, Leadership for
Curriculum Change: Schools Engaged in Closing the Gap. J.A. Middleton, K.
Coleman, The Development of Leadership in Mathematics: Cases of Urban Reform.
K. DeMoss, C.J. Wood, R. Howell, Eliminating Isolation to Foster
Learner-Centered Leadership: Lessons From Rural Schools and Research
Universities. T. Browne-Ferrigno, J.C. Lindle, Kentuckys Collaborative Model
for Developing School Leaders for Rural High-Need Schools: Principals
Excellence Program. Part IV:Research and Practice on School Leadership and
Professional Development.J.C. Wayman, S. Midgley, S. Stringfield, Leadership
for Data-Based Decision Making: Collaborative Educator Teams. B.A. Jones,
N.D. Jackson, Learner-Centered Leadership in Urban Contexts: Key Elements
to Consider for Professional Development. K.M. Borman, T. Boydston, W.
Katzenmeyer, Managing Policy Issues in Carrying Out Systemic Reform: Lessons
for Principals From Chicago, El Paso, Memphis, and Miami. Part V:Social
Justice and Urban Reform Issues in Professional Development for
Learner-Centered School Leaders.E. Fierro, M.L. Gonzįlez,Leadership in Border
Rural Areas: A Pedagogical Awakening of a Principal Preparation Program. A.B.
Danzig, W.F. Wright, Using Story and Narrative to Enhance the Professional
Development of Learner-Centered Leaders. R.J. Starratt, Moral Issues in a
Test-Driven Accountability Agenda: Moral Challenges for Learning-Centered
Leadership.
Kathryn M. Borman, Arnold B. Danzig, Bruce A. Jones, William F. Wright
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