Principalship : A Reflective Practice Perspective / Edition 5by Thomas J. Sergiovanni
Pub. Date: 04/12/2005
Publisher: Allyn & Bacon, Inc.
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
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.
"The overall approach is very accessible for students. The link with standards is clear and students will be able to see how these standards relate to their future position."
Suzanne Gilmour, SUNY Oswego
"This text fits well with the strategies for teaching educational leaders, specifically those headed toward or already practicing as site principals."
Mary K. McCullough, Loyola Marymount University
New to this edition:
- The importance of instructional leadership is illustrated by focusing on the principal's role in helping to plan, provide, and supervise teaching and learning.
- Case studies of effective schools show how to involve students in the decision-making process.
- The building of communities of practice and shared leadership throughout the school is offered as a way to move beyond collegiality to the development of a shared practice that is more effective for student achievement.
- Emphasis is placed on the development of smart schools where individual intelligences are aggregated.
- A "Some Reflections" section is added to nearly all of the book's chapters providing readers with a shared experience that will enrich classroom discussions.
- Views of the principal's job and the nature of today's context for leadership have been thoroughly updated.
- New definitions of school effectiveness are included, as well as a new view of the process of change, discussion of school character as an ingredient in school effectiveness, and diversity as a part of community building.
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- Allyn & Bacon, Inc.
- Publication date:
- Edition description:
- Older Edition
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- 7.22(w) x 9.52(h) x 0.91(d)
Table of Contents
Each chapter concludes with "Some Reflections" and "References."
About the Author.
I. THE MORAL DIMENSION.
1. Setting the Stage: Administering as a Moral Craft.
The Heart, Head, and Hand of Leadership.
The Moral Imperative.
The Eight Competencies.
Followership is the Goal.
The Challenge of Leadership.
Building the Character of Your School.
A Commitment to Democratic Values.
Time, Feeling, Focus.
II. TOWARD A NEW THEORY.
2. Views of the Principal's Job.
Ideal Conceptions of the Principalship.
Thick Visions: A Values Approach.
A Standards-Based Approach.
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.
Appendix 2.1 New Standards for Advanced Program in Education Leadership.
Appendix 2.2 Profile of an ICEL Graduate.
Appendix 2.3 A Day in the Life of an Urban Elementary Principal.
3. The Limits of Traditional Management Theory.
Mindscapes of Practice.
Reflective Practice: The Paradigm of the Scruffies.
The Limits of Traditional Management Theory.
Linear and Nonlinear Conditions.
Tight and Loose Structure.
Ordinary and Extraordinary Commitment and Performance.
4. A New Theory for the Principalship.
Toward a New Theory.
Controlling Events or Probabilities?
The New Theory and School Organization.
Changing Our Metaphors.
5. The School as a Moral Community.
The Story of Community.
A Theory of Community.
The Importance of Relationship.
The Pattern Variables.
Finding the Right Balance.
Bonding and Bridging.
Why is Community Important?
Pathways to Student Learning.
III. PROVIDING LEADERSHIP.
6. The Forces of Leadership and the Culture of Schools.
The Forces of Leadership.
The Dynamic Aspects of School Culture.
School Culture Building.
Successful Schools and Central Zones.
Appendix 6.1 Frances Hedges and Orchard Park Elementary School.
Appendix 6.2 A Primer on School Culture.
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.
8. Becoming a Community of Leaders.
Leadership as a Practice.
New Leadership Values for the Principalship.
Reciprocity is Key.
A Community of Leaders.
IV. INSTRUCTIONAL LEADERSHIP.
9. Characteristics of Successful Schools.
Effectiveness and School Success.
Characteristics of Successful Schools.
Academic Press and Community Together.
The Importance of Character.
10. Becoming a Community of Mind.
The Importance of Goals.
Using Educational Platforms.
Purposing is the Linchpin.
The Principles of Learning.
Lists of Five.
Both Discipline and Discretion Are Key.
Providing the Necessary Leadership.
Appendix 10.1 Assumptions About Learning and Knowledge.
11. Making Standards Work.
More than Effective.
The Role of Standards.
The Ends Usually Determine the Means.
How Objective Are Standards?
Layered Standards as an Alternative.
A Comprehensive Approach.
12. Teaching, Learning, and Community.
Comparing the Theories.
Implications for Supervision.
Research on "Effective Teaching."
Teaching and Basic Skills Score Gains.
Teaching for Understanding.
The Classroom as Learning Community.
An Integrated View.
Purposes and Objectives.
Appendix 12.1 Standards and Scoring Criteria for Assessment of Assignments Teachers Give.
13. Instructional Leadership, Supervision, and Teacher Development.
Professional Development Models.
Teacher Development and Types of Teacher Competence.
The Nature of Professional Expertise.
Reflecting on Supervision.
Supervision and Evaluation.
Substantive Aspects of Professional Development.
Linking Teacher Development to School Effectiveness.
Helping Teachers Achieve Goals.
14. Clinical Supervision, Peer Inquiry, and Other Supervisory Practices.
Clinical Supervision as an Example.
A Shortcut Strategy for Clinical Supervision.
The Lesson Study.
Looking at Student Work.
Coaches as Roving Leaders.
An Evolving Job.
V. MOTIVATION, COMMITMENT AND CHANGE.
15. Motivation, Commitment, and the Teacher's Workplace.
Problems and Contradictions in Policy and Practice.
Using Motivation Theory and Research to Inform Practice.
The Potential of Work Itself as a Motivator.
Women as a Special Case.
Motivation, Efficacy, and Student Performance.
The Power of Beliefs.
Appendix 15.1 Studying the Climate of Your School.
Appendix 15.2 Quality of Work Life in Teaching Scoring Form.
16. The Change Process.
More than Adoption, More than Implementation.
A Systems View of Change.
Overcoming Resistance to Change.
A Theory of School Improvement.
Leading Improvement and Sustaining Learning.
Change Facilitator Styles.
Levels of Leadership Behavior.
Some Ethical Questions.
The Change Facilitating Team.
The Meaning of Educational Change.
Moral Purpose is Key.
Appendix 16.1 Change Facilitator Styles Inventory.
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