This groundbreaking volume encourages today's educational leaders to reposition the way they think about leadership and its challenges. Experienced school and district leaders reveal how they conceptualize their roles, how they learn by posing and solving problems of practice, and how they cope with increasing expectations and complexity in their work. This compilation of compelling narratives demonstrates the power and efficacy of what can happen when school, district, and other educational leaders position themselves as inquirers, bringing forth broader social justice and equity implications. Readers see how leadership can illuminate and improve many aspects of institutional life and create intellectually demanding and rich learning environments for both adults and children. At its heart, Repositioning Educational Leadership is an invitation to practitioners and scholars to make space for new critical questions and perspectives. This book nurtures an expanded discourse about leadership, generated by leaders themselves, and arising from some of the most vexing and often invisible aspects of their important work.
About the Author
James H. "Torch" Lytle is a former urban school superintendent and practice professor of educational leadership at the University of Pennsylvania, Graduate School of Education (Penn GSE).
Susan L. Lytle is professor emerita of education at Penn GSE.
Michael C. Johanek is senior fellow at Penn GSE and directs their Mid-Career Doctoral Program in Educational Leadership.
Kathy J. Rho is assistant director of the Mid-Career Program at Penn GSE.
Table of Contents
Introduction: An Educating Leadership 1
Rationale for the Book 1
Inquiry as Stance 4
Genesis of the Book 5
Lenses for Reading the Book 6
Practitioner Inquiry in the Leadership Literature 9
Revisiting the Concept of Leading from an Inquiry Stance 15
Design of the Book 17
Part I Learning From And With Students
1 Inquiring to Lead: Learning With, From, and About International Students in Independent Schools Melinda Bihn 23
2 Language and Third Spaces Ann Dealy 34
3 Learning to Lead from the Middle: Students' Feedback on Feedback Martha A. Richmond 47
4 "Leaders Can Be Anyone": Students and Teachers Sharing Inquiry Peter Horn 58
Part II Collaborating With Teachers And The School Community
5 Deepening Engagement in the Everyday: The Collective Responsibility for Seeing All Children Patricia Cruice 73
6 School as a Community of Inquiry Noah Tennant 85
7 "Smart Like a Boy": The Experiences of Women in an All-Boys Jesuit School Kristin Ross Cully 95
Part III Leading System-Level Inquiry
8 Braking and Entering: A New Chief Financial Officer's Transition into a K-12 Urban School District David Trautenberg 107
9 Using Inquiry to Drive System Change Amy Maisterra 119
10 Life After the Zone Marquitta T. Speller 129
11 Our Community, Our Schools, and Our Money Stephen Benson 141
Conclusion: Leading with Eyes Wide Open 152
Appendix A Reading, Writing, and Talking About Leading from an Inquiry Stance 159
Appendix B The Mid-Career Doctoral Program in Educational Leadership 163
About the Editors 167