Includes bibliographical references (p. 137-140) and index.
Acknowledgments About the Author Introduction Part I. The Challenge of School Decline 1. Recognizing the Potential for School Decline A School on the Brink Detecting Vulnerabilities The Impact of Inadequate Funding The Impact of a Weak Principal The Impact of a Change in School Culture Meeting the Challenge of School Decline Key Lessons and Next Steps 2. Leadership to Prevent School Decline Leading Schools That Face Demographic Changes The Challenges of Changing Demographics School Leadership in the Face of Demographic Change Key Lessons and Next Steps Part II. The Challenge of School Turnaround 3. Identifying the Characteristics of Low-Performing Schools A School in Need of Turning Around Analyzing the Causes of Low Performance Diagnosing School-Based Causes Meeting the Challenge of School Turnaround Key Lessons and Next Steps 4. Leadership to Turn Around a Low-Performing School Targeting Key Conditions School Turnaround Leadership Key Lessons and Next Steps Part III. The Challenge of Sustaining School Improvement 5. Reversing School Failure Is Only the First Step A Promising Start at Stuart High School Determining the Unfinished Agenda Meeting the Challenge of Sustained Improvement Key Lessons and Next Steps 6. Leadership to Sustain School Improvement Building Capacity for Sustained Success The Challenges of Sustained School Improvement Leadership for the Long Haul Key Lessons and Next Steps Part IV. The Challenge of Creating a New School 7. Leadership for Students Who Need a Different Learning Environment Leading by Design Meeting the Challenge of Creating a New School Key Lessons and Next Steps Part V. Leadership Lessons 8. Why School Leaders Fail Self-Inflicted Problems The Greatest Mistake of All 9. The Implications of Differentiating Leadership Some Practical Consequences Last Word References Index.
(source: Nielsen Book Data)
The proposed book maintains that schools face distinct types of challenges requiring distinct types of leadership. There are not, however, an infinite number of types of challenges, at least not for practical purposes. The book focuses on four sets of challenges that any principal might confront, depending on local circumstances. A principal can address each set of challenges successfully, but only by recognizing the distinctive nature of the challenges and adjusting his/her approach accordingly. This recognition of the need to make adjustments in leadership is referred to as differentiated leadership. The idea of differentiated leadership has its roots in contingency theory, situational leadership theory, and path-goal theory (Northouse, 2007). That the concept of leadership requires differentiation is further evidenced by the variety of adjectives used to modify the terms instructional leadership, moral leadership, distributed leadership, servant leadership, normative leadership, and so on. In recent years, educators have been attracted to the notion of differentiated instruction. They have recognized that one form of instruction is unlikely to address the needs of all students. The approach begins with actual situations confronting contemporary principals and then analyzes the kinds of leadership functions most likely to handle the situations effectively. The book opens with an introduction to the idea of differentiated leadership and why it is important for principals to understand how different schools may face very distinct sets of challenges. Trying to apply a one-size-fits-all type of leadership can have disastrous results. The introduction also contains an overview of organizational diagnostics and the kinds of data needed to assess the particular kinds of challenges presented by a particular school at a particular point in time. (source: Nielsen Book Data)