Principalship: A Reflective Practice Perspective / Edition 6by Thomas J. Sergiovanni
Pub. Date: 02/26/2008
In its revised sixth edition, The Principalship continues to emphasize school culture, standards, and building community, while also providing a moral basis for leadership as a means of navigating contextual issues and constraints that principals routinely face. Studying The Principalship, future principals will explore in-depth the array of decisions/i>/i>
In its revised sixth edition, The Principalship continues to emphasize school culture, standards, and building community, while also providing a moral basis for leadership as a means of navigating contextual issues and constraints that principals routinely face. Studying The Principalship, future principals will explore in-depth the array of decisions that they will be confronted with and how those decisions will affect students, teachers, and school policy.
Extensively updated, the new edition emphasizes diversity as a part of community building; the importance of instructional and shared leadership; and the building of communities of practice, while the book’s trademark concentration on reflective practice is maintained throughout the text. The sixth edition also contains a new “Some Reflections” feature that appears in most chapters and that offers students a chance for further critical thinking and enriched class discussions.
Table of Contents
About the Author.
I. TOWARD A NEW THEORY.
1. Views of the Principal's Job.
Ideal Conceptions of the Principalship.
A Values Approach.
A Standards-Based Approach.
The Changing Role.
A Look Ahead.
Appendix 1.1: Interstate School Leadership Consortium: Standards for School Leaders.
Appendix 1.2: Profile of an ICEL Graduate.
Appendix 1.3: A Day in the Life of an Urban Elementary Principal.
2. The Limits of Traditional Management Theory.
Mindscapes of Practice.
Reflective Practice: The Paradigm of the Scruffies.
The Limits of Traditional Management Theory.
3. A New Theory for the Principalship.
Towards a New Theory.
Controlling Events or Probabilities?
The New Theory and School Organization.
The Language of Theory.
4. The School as a Moral Community.
A Theory of Community.
The Importance of Relationships.
The Pattern Variables.
Finding the Right Balance.
Problems with Community.
Bringing Community and Diversity Together.
Implications for School Management and Leadership.
Appendix 4.1: Profiles of Community: Assessing Organizational and Community Values.
II. PROVIDING LEADERSHIP.
5. The Forces of Leadership and the Culture of Schools.
The Forces of Leadership.
The Dynamic Aspects of School Culture.
Appendix 5.1: Frances Hedges and Orchard Park Elementary School.
Appendix 5.2: A Primer on School Culture.
6. The Stages ofLeadership: A Developmental View.
The Sources of Authority for Leadership.
The Stages of Leadership.
Operationalizing Charismatic Leadership.
7. Becoming a Community of Leaders.
New Leadership Values for the Principalship.
A Community of Leaders.
III. BUILDING COMMUNITY.
8. Characteristics of Successful Schools.
Effectiveness and School Success.
Characteristics of Successful Schools.
Academic Press and Community Together.
The Importance of Character.
9. Becoming a Community of Mind.
The Importance of Goals.
Purposing Is the Linchpin.
Both Discipline and Discretion Are Key.
Providing the Necessary Leadership.
Appendix 9.1: Assumptions about Learning and Knowledge.
10. Layered Standards, Holistic Assessment.
More Than Effective.
The Role of Standards.
The Ends Usually Determine the Means.
How Objective Are Standards?
Layered Standards as an Alternative.
Social and Emotional Learning.
A Holistic Approach.
The Quality Review Process.
Who Should Be Responsible for What.
11. Teaching, Learning, and Community.
Comparing the Theories.
Implications for Supervision.
Research on "Effective Teaching."
Teaching for Understanding.
The Classroom as Learning Community.
An Integrated View.
Manager and Executive Roles of Teaching.
Mediator and Leader Roles of Teaching.
Appendix 11.1: Standards and Scoring Criteria for Assessment Tasks.
IV. THE DEVELOPMENT OF HUMAN RESOURCES.
12. Teacher Development and Supervision.
Professional Development Models.
Teacher Development and Types of Teacher Competence.
The Nature of Professional Expertise.
Reflecting on Supervision.
Supervision and Evaluation.
Linking Teacher Development to School Effectiveness.
Helping Teachers to Achieve Goals.
Appendix 12.1: Clinical Supervision, Peer Inquiry, and Teacher Learning.
Appendix 12.2: Rethinking Teacher Evaluation.
13. Motivation, Commitment, and the Teacher's Workplace.
Problems and Contradictions in Policy and Practice.
Using Motivation Theory and Research to Inform Practice.
Women as a Special Case.
Motivation, Efficacy, and Student Performance.
The Power of Beliefs.
Appendix 13.1: Studying the Climate of Your School.
Appendix 13.2: Quality of Work Life in Teaching Scoring Form.
14. The Change Process.
More Than Adoption, More Than Implementation.
The "One-Best-Way" Problem.
A Systems View of Change.
Leadership for School Improvement.
Some Ethical Questions.
The Change Facilitating Team.
The Meaning of Educational Change.
Appendix 14.1: Change Facilitator Styles Inventory.
V. THE MORAL DIMENSION.
15. Administering as a Moral Craft.
The Heart, Head, and Hand of Leadership.
The Moral Imperative.
The Four Competencies.
Followship Is the Goal.
The Challenge of Leadership.
Building the Character of Your School.
A Commitment to Democratic Values.
A Personal Note.
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