Principalship: A Reflective Practice Perspective / Edition 6

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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.

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Editorial Reviews

From the Publisher

Here’s what a colleague says about this book…

“One of the best, if not the best, texts ever written for aspiring school administrators. The gentle blend of theory and practicality make it a must read for aspiring school administrators. I enjoyed teaching from this text more than any other.”

—Philip V. Bender, Indiana State University

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Product Details

  • ISBN-13: 9780205578580
  • Publisher: Pearson
  • Publication date: 2/26/2008
  • Series: Pearson Custom Education Series
  • Edition description: Older Edition
  • Edition number: 6
  • Pages: 400
  • Product dimensions: 7.10 (w) x 9.20 (h) x 1.10 (d)

Meet the Author

Thomas J. Sergiovanni is Lillian Radford Professor of Education at Trinity University, San Antonio, Texas, where he teaches in the school leadership program and in the five-year teacher education program. Prior to joining the faculty at Trinity, he was on the faculty of education administration at the University of Illinois, Urbana-Champaign, for 19 years, and he chaired the department for 7 years. A former associate editor of Educational Administration Quarterly, he serves on the editorial boards of “Journal of Personnel Evaluation in Education and Catholic Education: A Journal of Inquiry and Practice”. Among his recent books are Moral Leadership (1992), Building Community in Schools (1994), Leadership for the Schoolhouse (1996), The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in Our Schools (2000), Strengthening the Heartbeat: Leading and Learning Together in Schools (2005), Supervision: A Redefinition (2007), and Rethinking Leadership (2007).

Reginald Leon Green is Professor of Educational Leadership at the University of Memphis. Prior to joining the faculty at the University of Memphis, he was on the faculty of educational administration at Wright State University, Dayton, Ohio. Earlier, Dr. Green served at the teacher, principal, deputy superintendent, and superintendent levels of elementary and secondary education. In 1977, Dr. Green was one of five educators chosen nationally to participate in the Rockefeller Foundation's Superintendency Preparation Program; and in 1996, he was selected as an Associate to the Institute for Educational Renewal, under the leadership of Dr. John Goodlad.

Most recently, Dr. Green published the 4th edition of the book entitled, Practicing the Art of Leadership: A Problem-Based Approach to Implementing the ISLLC Standards and the first edition of The Four Dimensions of Principal Leadership: A Foundation for Leading 21st Century Schools. He has also authored a book on inner-city education, as well as various articles concerning such topics as: educational restructuring, primary grade restructuring, gang violence, and other contemporary educational issues. He has completed national inquiries into nurturing characteristics that exist in schools and standards and assessment measures being established as part of school renewal. This work lead to the development of the Center for Urban School Leadership where Dr. Green administered programs for five (5) years to prepare principals for leading urban schools using a non-traditional approach. Currently, Dr. Green teaches courses in educational leadership with a focus on instructional leadership, school renewal, and models for turning around low performing schools.

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Table of Contents


About the Author

Part I The Moral Dimension

Chapter 1 Setting the Stage: Administering as a Moral Craft

The Heart, Head, and Hand of Leadership

The Moral Imperative

Normative Rationality

Strengthening the Heartbeat

The Eight Competencies

Followership is the Goal

The Challenge of Leadership

The Lifeworld of Schooling

Building the Character of Your School

A Commitment to Democratic Values

Time, Feeling, Focus

Servant Leadership

Some Reflections


Part II Toward a New Theory

Chapter 2 The Principal's Job Today and Tomorrow

Ideal Conceptions of the Principalship

Thick Visions: A Values Approach

Breaking Ranks

A Standards-Based Approach

Parochial Schools

The Complex Nature of Managerial Work

No Child Left Behind

Demands, Constraints, and Choices

The Changing Role

Principals' Priorities: Comparing Perceptions

A Look Ahead

New Emphasis on Instructional Leadership

Direct and Indirect Leadership

Some Reflections


Appendix 2.1 New Standards for Advanced Programs in Educational Leadership

Appendix 2.2 Profile of an ICEL Graduate

Appendix 2.3 A Day in the Life of an Urban Elementary Principal

Chapter 3 The Limits of Traditional Management Theory

Mindscapes of Practice

Reflective Practice: The Paradigm of the Scruffies

Changing Mindscapes

The Limits of Traditional Management Theory

Some Reflections


Chapter 4 A New Theory for the Principalship

Toward a New Theory

Controlling Events or Probabilities?

The New Theory and School Organization

Changing Our Metaphors

Some Reflections


Chapter 5 The School as a Moral Community

The Story of Community

Social Covenants

A Theory of Community

The Importance of Relationships

The Pattern Variables

Finding the Right Balance

Bonding and Bridging

Why is Community Important?

Pathways to Student Learning

Some Reflections


Part III Providing Leadership

Chapter 6 The Forces of Leadership and the Culture of Schools

The Forces of Leadership

The Dynamic Aspects of School Culture

Some Reflections


Appendix 6.1 Frances Hedges and Orchard Park Elementary School

Appendix 6.2 A Primer on School Culture

Chapter 7 The Stages of Leadership: A Developmental View

The Sources of Authority for Leadership

The Stages of Leadership

Why Leadership by Binding and Bonding Works

Leadership Styles Count Too

Craftsmen Leaders are Critical

The Archetypes in Review

Idea-Based Leadership

Some Reflections


Chapter 8 Becoming a Community of Leaders

Practical Issues

Leadership as a Practice

New Leadership Values for the Principalship

Distributed Leadership

Reciprocity is Key

Constructivist Leadership

A Community of Leaders

Some Reflections


Part IV Instructional Leadership

Chapter 9 Characteristics of Successful Schools

Characteristics of Successful Schools

Academic Press and Community Together

The Importance of Character

Reflective Practice

Some Reflections


Chapter 10 Becoming a Community of Mind

The Importance of Goals

Using Educational Platforms

Purposing is the Linchpin

The Principles of Learning

Leading with Ideas

Both Discipline and Discretion Are Key

Providing the Necessary Leadership

Some Reflections


Appendix 10.1 Assumptions About Learning and Knowledge

Chapter 11 Teaching, Learning, and Community

Comparing the Theories

Implications for Supervision

Research on "Effective Teaching"

Teaching and Basic Skills Score Gains

Recent Research

Teaching for Understanding

The Classroom as Learning Community

Authentic Learning

An Integrated View

Purposes and Objectives

Some Reflections


Appendix 11.1 Standards and Scoring Criteria for Assessment of Assignments Teachers Give

Chapter 12 Instructional Leadership, Supervision, and Teacher Development

Training Models

Professional Development Models

Renewal 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 Achieve Goals

Some Reflections


Chapter 13 Clinical Supervision, Coaching, Peer Inquiry, and Other Supervisory Practices

Clinical Supervision as an Example

A Shortcut Strategy for Clinical Supervision

The Lesson Study

Peer Supervision

Looking at Student Work


Coaches as Roving Leaders

An Evolving Job


Appendix 13.1 Critical Friends Groups in Action: A Day in the Life of Schoolwide CFGs

Part V Motivation, Commitment, and Change

Chapter 14 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

Some Reflections


Appendix 14.1 Studying the Climate of Your School

Appendix 14.2 Quality of Work Life in Teaching Scoring Form

Chapter 15 The Change Process

More than Adoption, More than Implementation

A Systems View of Change

Overcoming Resistance to Change

A Theory of School Improvement

Sustaining Improvement

Leading Improvement and Sustaining Learning

Some Ethical Questions

The Change Facilitating Team

The Meaning of Educational Change

Moral Purpose is Key


Appendix 15.1 Change Facilitator Styles Inventory


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