The Four Dimensions of Principal Leadership: A Framework for Leading 21st Century Schools / Edition 1

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Overview

As schools progress, evolve, and change, the ways in which educational professionals lead and organize must also change. The Four Dimensions of Leadership provides readers with an invaluable guide to the latest reforms and modifications to school systems and comprehensively incorporates each major leadership principle advocated for modern-day school leaders at all levels. The text not only gives readers an opportunity to read and study leadership principles, it also provides tools to operationalize those principles and enhance their capacity to lead through the use of inventories, activities, and real life scenarios.

Applicable to courses in general leadership, instructional leadership, participatory governance, and organizational behavior, this companion text confronts the challenges of the recent redefinition of leaderships roles in schools: how it is being informed by competencies, standards, and accountability measures and how this movement forges a connection between school leaders and overall student achievement. Furthermore, the book presents a leadership preparation program that confronts the challenges and complexities of these new standards using a multi-dimensional approach: 1) Understanding Self and Others; 2) Understanding the Complexities of Organizational Life; 3) Building Bridges through Relationships; and 4) Engaging in Leadership Best Practices.

The book is a companion text to Practicing the Art of Leadership: A Problem-based Approach to Implementing the ISLLC Standards.

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Product Details

  • ISBN-13: 9780131126862
  • Publisher: Pearson
  • Publication date: 3/13/2009
  • Series: Pearson Custom Education Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 240
  • Sales rank: 544,843
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.50 (d)

Meet the Author

Reginald Leon Green is Professor of Educational Leadership at the University of Memphis where he teaches courses with a focus on instructional leadership and participatory governance and change. He received the Ed. D. in Educational Administration and Supervision from the University of Missouri-Columbia. He served at the teacher, principal, deputy superintendent, and superintendent levels of K-12 education. Dr. Green is the author of Teaching in the Inner City and Liking It and Practicing the Art of Leadership: A Problem-Based Approach to Implementing the ISLLC Standards (Pearson Education, 2008), as well as a number of articles on contemporary educational issues such as educational restructuring, primary grade restructuring, and gang violence.

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Table of Contents

CONTENTS Page

Preface i

Introduction Viii

Part I Establishing a Foundation for Leadership in Schools 1

Chapter 1: Preparing Leaders for Twenty First Century Schools 1

Introduction 1

Twenty-First Century School Leadership Defined 3

Standards, Competencies, and Accountability Measures 6

The Competencies 12

Styles of Leadership for 21st Century Schools 15

Accountability Measures 22

Making the Connection: The Remaining Chapters 24

Implications for Leadership 27

Reflective Practice 29

Chapter Essentials 30

References 31

Part II Dimension 1: Understanding Self and Others 34

Chapter 2: Leading with an Understanding of Self 35

Introduction 35

The Value of Understanding Self 38

Observing the Effects of Leader Behavior 44

Scenario: The Leader Behavior of Principal Carter 45

Processes for Acquiring an Understanding of Self 53

Outcomes from Acquiring an Understanding of Self 62

Implications for Leadership 63

Reflective Practice 64

Chapter Essentials 65

References 66

Chapter 3: Leading With an Understanding of Others 69

Introduction 69

Developing an Understanding of Others 70

The Benefits of Understanding Others 78

Implications for Leadership 85

Reflective Practice 87

Chapter Essentials 88

References 89

Part III Dimension 2: Understanding the Complexity of Organizational Life 91

Chapter 4: The Social Interaction in Schools 92

Introduction 92

Organizations Defined 93

Scenario: Harpo Allen Middle School 94 Elements Contributing to the complexity of Organizational Life 97

Implications for Leadership 116

Reflective Practice 117

Chapter Essentials 118

References 119

Chapter 5: Perspective on School Structure: Chaos or Efficiency 121

Introduction 121

Organizational Structure Defined 122

The Different Types of Structure 124

Elements of Organizational Structure 84

Two Models of Structure Impacting Schools 89

The Mechanistic Bureaucratic Model 125

The Organic Humanistic Model 131

Structural Configurations for the Twenty-First Century Schoolhouse 133

Scenario: Superintendent Chooses First Year Principal to

Lead Fresh Start School 138

Implications for Leadership 151

Reflective Practice 152

Chapter Essentials 153

References 154

Chapter 6: The Principal’s Role in Establishing and Retaining a

Quality Teaching Faculty 158

Introduction 158

Teacher Recruitment, Selection, Induction, and Placement 159

Instructional Supervision 165

A Mentoring Program for Teachers 170

Professional Development and Career Advancement 174

Implications for Leadership 178

Reflective Practice 179

Chapter Essentials 180

References 181

Part IV Dimension 3: Building Bridges through Relationships 184

Chapter 7: Developing Relationships for Effective Leadership in Schools 185

Introduction 185

Relationships Defined 187

The Importance of Establishing Positive Relationships in Schools 188

Types of Relationships Needed to Foster Goal Attainment 190

Approaches to Building Effective School Relationships 198

Benefits Derived from Establishing Effective Relationships 207

Implications for Leadership 210

Reflective Practice 211 Chapter Essentials 212 References 213

Part V Dimension 4: Engaging in Leadership Best Practices 216

Chapter 8: Utilizing Leadership Practices for Educational Renewal 217

Introduction 217

Understanding Best Practice 218

The Thirteen Core Competencies and Related Best Practices 220

Putting Best Practices into Action 245

Implications for Leadership 245 Reflective Practice 247 Chapter Essentials 248 References 249

Chapter 9: Putting Instructional Leadership into Practice 253

Introduction 253

Setting the Stage for Change 254

Creating and Communication the Vision 256

Identification of the Discrepancy 260

Selecting the Program Strategy 261

Assessing the School’s Capacity for Change 263

Building the Capacity for Change 265

Implementing the Identified Change 268

The Evaluation Phase 271

Implications for Leadership 274

Reflective Practice 276

Chapter Essentials 277 References 278

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