Principalship: A Reflective Practice Perspective / Edition 6

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Overview

The Principalship focuses on how school leadership is based on reflective practice and moral authority. It continues to emphasize school culture, standards, building community, and providing a moral basis for leadership as a means of navigating through contextual issues and constraints that principals routinely face. Helping teachers and leaders become smarter at what they do remains an important theme of this book.
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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: 7.00 (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

Ch. 1 Setting the stage : administering as a moral craft 1
Ch. 2 Views of the principal's job 23
Ch. 3 The limits of traditional management theory 72
Ch. 4 A new theory for the principalship 87
Ch. 5 The school as a moral community 103
Ch. 6 The forces of leadership and the culture of schools 126
Ch. 7 The stages of leadership : a developmental view 158
Ch. 8 Becoming a community of leaders 172
Ch. 9 Characteristics of successful schools 189
Ch. 10 Becoming a community of mind 205
Ch. 11 Making standards work 238
Ch. 12 Teaching, learning, and community 246
CH. 13 Instructional leadership, supervision, and teacher development 269
Ch. 14 Clinical supervision, peer inquiry, and other supervisory practices 291
Ch. 15 Motivation, commitment, and the teacher's workplace 310
Ch. 16 The change process 340
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