Leading Every Day: 124 Actions for Effective Leadership / Edition 1

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Overview

This one-of-a-kind guidebook for teachers and administrators offers inspiration and opportunities for reflection in a unique and accessible new way.

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Editorial Reviews

Harold Pratt
"Leading Every Day is at once inspirational and informative, personal and professional, and always engaging. The author team has provided leaders and potential leaders with a tool for their daily professional growth. "
Page Keeley
"This book is a superb combination of reflection, motivation, and moving into action. In its concise, profound, and accessible simplicity, it helps readers reinforce their leadership roles from the inside out. "
Gwen Johnson
"It weaves leadership and change into the fabric of who we are as human beings. It touched my soul. "
The Bookwatch
"Leading Every Day is recommended as an excellent supplementary resource offering sound advice and solid practices. [It] is a unique and "user friendly" guidebook written especially for administrators and teachers. Offering a wealth of tips, tricks, techniques, as well as practical and applicable advice in a day-by-day absorption format which is aptly complemented by daily reflections and space for personal notes. "
Education Review

“This book [is] not only [for] practitioners who want to increase their understanding of leadership and the challenges to leaders and schools but also [for] those who seek broader and deeper understanding of the issues that leaders face in the day-to-day world of work in schools. The content of this book comes straight from successful practice.”

District Administration
"Offers inspirational leadership stories and the latest research on best practices in group leadership, change and professional development. "
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Product Details

  • ISBN-13: 9780761945130
  • Publisher: SAGE Publications
  • Publication date: 4/1/1902
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 288
  • Product dimensions: 7.02 (w) x 10.06 (h) x 0.68 (d)

Meet the Author

Joyce Kaser is a Senior Program Associate in the Science, Technology, Engineering, and Mathematics (STEM) Program at West Ed. She has extensive experience in program evaluation, primarily the evaluation of STEM programs. She has served as a team member for the development of two frameworks for the National Assessment of Educational Progress: Science, 2009 and Technology and Engineering Literacy, 2014. Joyce also led the development of the background variables for students, teachers, and administrators participating in NAEP and was co-lead of the standard setting for the NAEP 2009 science project. Joyce has had numerous experiences in evaluating STEM professional development, including co-developing an external validation system for professional development and student enrichment programs. She is first author of , also published by Corwin. Joyce has been the facilitator for the New Mexico Secretary of Education’s Math and Science Advisory Council and has evaluated National Science Foundation educational outreach projects. Prior to joining West Ed, Joyce directed the Washington, D.C. office of The NETWORK, a research and development organization, headed up an equity assistance center, and served as a district administrator and high school teacher. Currently she is involved in research of mathematics and science programs, looking specifically at learning progressions in science, computer-based tutoring systems, and program implementation. She holds an Ed D from The American University.

Susan Mundry is currently deputy director of Learning Innovations at West Ed and the associate director of West Ed’s Mathematics, Science, and Technology Program. She directs several national or regional projects focused on improving educational practice and oversees the research and evaluation projects of Learning Innovations. She is codirector of a research study examining the distribution of highly qualified teachers in New York and Maine for the Northeast & Islands Regional Education Laboratory and is the project codirector for the evaluation of the Intel Mathematics Initiative, a professional development program for elementary and middle grades teachers aimed at increasing student outcomes in mathematics. She is also a Principal Investigator for two National Science Foundation projects that are developing products to promote the use of research-based practice in science and mathematics. Since 2000, Mundry has codirected the National Academy for Science and Mathematics Education Leadership, which provides educational leaders with training and technical assistance on professional development design, leading educational change, group facilitation, data analysis and use, and general educational leadership, as well as access to research-based information to improve teaching and learning. Building on this work, she provides technical assistance to several large urban schools districts engaged in enhancing leadership and improving math and science programs.

As a senior research associate for the National Institute for Science Education (1997-2000), Mundry conducted research on attributes of effective professional development. She served on the national evaluation team for the study of the Eisenhower Professional Development program led by the American Institutes for Research, where she worked on the development of national survey instruments and the protocols for case studies. From 1982 to 1997, Mundry served in many roles from staff developer to associate director at The NETWORK, Inc., a research and development organization focused on organizational change and dissemination of promising education practice. There, she managed the work of the National Center for Improving Science Education and the Center for Effective Communication, provided technical assistance to schools on issues of equity and desegregation, oversaw national dissemination programs, and co-developed the “Change Game,” (Making Change for School Improvement) a simulation game that enhances leaders’ ability to lead change efforts in schools and districts.

Mundry has written several books, chapters, and articles based on her work. She is coauthor of the best selling book, Designing Effective Professional Development for Teachers of Science and Mathematics (2nd edition), as well as Leading Every Day: 125 Actions for Effective Leadership, which was named a National Staff Development Council Book of the Year in 2003. Her latest book is The Data Coach’s Guide to Improving Learning for All Students (2008).

Susan Loucks-Horsley was the lead author of the first edition of Designing Professional Development for Teachers of Science and Mathematics and directed the professional development research for the National Institute for Science Education on which the book is based. At the time of her passing in 2000, Susan was the associate executive director of Biological Sciences and Curriculum Study (BSCS) and senior research associate for science and mathematics at West Ed. She had previously served as director of pro­fessional development and outreach at the National Research Council’s Center for Science, Mathematics, and Engineering Education, where she promoted and monitored standards-based education, especially the National Science Education Standards. Susan was a leading researcher, writer, and professional developer who enjoyed collaborating with others to address education’s toughest problems. She was the lead author of sev­eral books, including Continuing to Learn: A Guidebook for Teacher Develop­ment, An Action Guide for School Improvement, and Elementary School Science for the 90s. In addition, she wrote numerous reports on teacher development for the National Center for Improving Science Education, as well as chap­ters and articles on related topics. While at the University of Texas/Austin Research and Development Center for Teacher Education, she worked on the development team of the Concerns-Based Adoption Model (CBAM), a classic framework for understanding and leading change efforts.

Katherine E. Stiles is a Senior Program Associate in the STEM Program at West Ed. Katherine is Co-Director of West Ed’s National Academy for Science and Mathematics Education Leadership, providing professional development and support for education leaders nationwide. The foci of the Leadership Academy–effective leadership, educational change, professional development and communities of learners, facilitation, and using data and evidence to achieve results–are reflected in the book, (2013). She designs and leads science and mathematics education program evaluation projects at the school, district, state, and national level, focusing on assessing the quality of professional development, and the relationship between teachers’ conceptual learning, changes in practice, and student learning. Katherine works with schools and districts to enhance student learning through the development of collaborative inquiry into data among staff as part of her work on the Using Data Project and as co-author of (2008). She was co-director of an NSF-funded project, Building Systems for Quality Teaching and Learning in Science, that resulted in the publication of professional development materials and a simulation board game on science education. The project extended the work of the seminal book on professional development that she co-authored, (2010). Prior to joining West Ed in 1995, Katherine worked at the National Science Resources Center in Washington, D.C., as a science curriculum developer and authored four curriculum units for the program.

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Table of Contents

Acknowledgments
About the Authors
Susan Loucks-Horsley: A Tribute to Her Life and Work
About the National Academy for Science and Mathematics Education Leadership
Introduction
1. Leadership Every Day
Part 1: Leadership Every Day
1. Leadership Every Day
Part 2: Leading Change
2. Planning and Directing
Part 3: Leading Learning
3. A Framework for Planning
Part 4: Leading Effective Groups
4. Developing a Community Environment

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