Creating Capacity for Learning and Equity in Schools: Instructional, Adaptive, and Transformational Leadership / Edition 1

by Mary Hooper, Victoria Bernhardt

Overview

Creating Capacity for Learning and Equity in Schools provides a comprehensive guide for aspiring and practicing leaders to strengthen their capacity to create high levels of learning and equity. Chapters explore key theories and research, provide resources for developing personal and organizational leadership capacity, and guide leaders through a reflective process to help them link theory and practice. Hooper and Bernhardt’s model for excellence and equity provides a pathway for educators to create and sustain learning communities in schools. Exploring three leadership approaches—Instructional, Adaptive, and Transformational—this textbook prepares and develops leaders to engage school communities through effective instructional leadership, data-informed decision-making, and a vision for learning and equity for all.

Special Features:

• Theory to Practice (T2P) Framework—A series of structured exercises help readers review and reflect on existing organizational practices and develop new action plans.
• Case Studies—Encourage individual reflection and collective discussion on key leadership scenarios.
• Examples in Action—Challenge readers to analyze new connections and leadership processes.
• A companion website—Includes additional resources and tools for instructors to facilitate activities in the classroom.

Product Details

ISBN-13:	9781138950481
Publisher:	Taylor & Francis
Publication date:	05/24/2016
Edition description:	New Edition
Pages:	244
Product dimensions:	7.00(w) x 9.90(h) x 0.60(d)

About the Author

Mary A. Hooper is Associate Professor of Educational Leadership at University of West Georgia and Director of ULead West Georgia, a research and development initiative focused on innovations in performance-based preparation and development of educational leaders.

Victoria L. Bernhardt is Professor of Communication and Education at California State University, Chico and Executive Director of the Education for the Future Initiative, a not-for-profit organization whose mission is to build the capacity of all learning organizations and use data to improve learning for all students.

Table of Contents

Part I: Introduction

Chapter 1: Leadership Modes for Creating Capacity

Chapter 2: Commitments, Organizational Learning, and Dispositions for Creating Capacity

Part II: The Instructional Leadership Mode

Chapter 3: Ensuring a Quality Learning System

Chapter 4: Cultivating a High Performing Faculty

Part III: The Adaptive Leadership Mode

Chapter 5: Leading Continuous School Improvement

Chapter 6: Inspiring a Purpose-Driven Shared Vision

Part IV: The Transformational Leadership Mode

Chapter 7: Modeling Cultural Responsiveness

Chapter 8: Sustaining Inclusive Learning Communities

Part V: Considerations for Leadership Development Systems

Chapter 9: Designing a Performance-Based Leadership Pipeline

Chapter 10: Establishing Productive Partnerships

Chapter 11: Defining a Personal Leadership Development Plan

Appendix A: ISLLC Alignment Matrix

Appendix B: The Mode of Instructional Leadership: Resources for Applied Practice

Appendix C: The Mode of Adaptive Leadership: Resources for Applied Practice

Appendix D: The Mode of Transformational Leadership: Resources for Applied Practice

Appendix E: Leadership Development Systems

Editorial Reviews

"The perfect combination of theory and practice. This textbook offers educational leaders the laser-sharp focus required to create capacity within the staff and among the school. The Theory to Practice Framework not only provides practical application of theory and related content through real-world examples, but it will also strengthen graduate Educational Leadership programs preparing future leaders and enhance leadership styles of practicing school and district leaders."

—Andrew J. Pushchak, Program Head and Professor of Educational Leadership, Edinboro University

"This is a very important text for practitioners and scholars. The authors have done an exceptional job of presenting the important theoretical concepts and the practical application of these concepts, via the Theory to Practice Framework included in each chapter."

—April L. Peters, President-Elect (2016) of UCEA and Associate Professor of Educational Administration and Policy, University of Georgia

"Individually, these author-practitioners have positively impacted teaching and learning systems across the country. Together, they become a dynamic duo ‘hip-deep’ in sharing practical, adaptable strategies to build the capacity of staff (at all levels) to take courageous action to help all students achieve their promise. They provide a framework for building, and more importantly, sustaining , a culture of equity and learning driven by capacity-building feedback. My copy is dog-eared from use!"

—Marty Moore, Executive Director, Learning Support and Partnerships, Springfield Public Schools R-12

From the Publisher