The relentless pursuit of excellence : lessons from a transformational leader
- Sagor, Richard.
- Thousand Oaks, Calif. : Corwin, c2012.
- Physical description
- xxii, 169 p. : ill ; 23 cm.
LB2822.83 .O7 S34 2012
- Unknown LB2822.83 .O7 S34 2012
- Rickey, Deborah.
- Includes bibliographical references (p. 162-164) and index.
- List of Figures Foreword by Sheldon H. Berman Preface Acknowledgments About the Authors Introduction 1. The West Linn School District District Context 2. Three Key Leadership Functions Transformational Leadership The Development and Nurturing of Shared Community Vision The Development and Nurturing of an Ethic of Continuous Improvement The Development and Nurturing of the Organization's Commitment to Productive and Ethical Human Relations Quaker Theology: As a Belief System and a Metaphor 3. Making a Virtue Out of a Necessity: The Beginnings of the People Strategy The People Strategy for School Improvement Supervising the Probationary Teacher Annual Celebration of Excellence 4. Hiring the Very Best The Eye of the Proprietor Faculty Recruitment/Selection at West Linn High School Reflection Questions: Hiring the Very Best 5. Making Continuous Professional Learning an Organizational Norm Professional Development and the People Strategy Professional Development Strategy #1: Budgeted Building and District Funds Professional Development Strategy #2: Professional Growth Planning Professional Development Strategy #3: Tuition Reimbursement Professional Development Strategy #4: Cooperative Master's Program Professional Development Strategy #5: Professional Development Fund Leading Through Limited Partnerships Reflection Questions: Making Continuous Professional Learning an Organizational Norm 6. Providing Responsive Developmental Supervision Four Key Concepts Governing Supervision Supervision When Professionals Are Having Problems A Veteran Teacher Struggling With Classroom Management Reflection Questions: Providing Responsive Developmental Supervision 7. Differentiated Supervision: Evaluation Outside the Box Supervision and Evaluation at West Linn High School When is Traditional Evaluation Necessary? The Proposal for a Differentiated Supervision System Reflection Questions: Differentiated Supervision 8. The Extended Shadow of the Leader An Outside Superintendent Example #1: Assigning Students to Classrooms at Cedaroak Park Elementary School A Keen Eye for Talent Example #2: Multiage Classrooms at Boeckman Creek Elementary School Reflection Questions: The Extended Shadow of Leadership 9. The Acceptance of Uncertainty Scientific Management and Proven Practices Feigning Certainty Choosing a District-Wide Computing Platform Providing Developmentally Appropriate Education at Willamette Elementary School Uncertainty and School Culture Reflection Questions: Acceptance of Uncertainty 10. Hubris: An Ever Present Concern The "Worrier in Chief" The Political Context of Public Schools Owning Up To Flaws The High School Annual Report: Warts and All The Gang of 1,000 Reflection Questions: Keeping Hubris at Bay A Final Word Epilogue References Index.
- (source: Nielsen Book Data)
- Publisher's Summary
- Research shows that the single variable that makes the most difference in student performance is the quality of the teacher. How do we keep teachers motivated in the face of increased pressure for grades, class sizes and media attention? How do we attract and retain high-quality teachers? This inspiring text offers a refreshing alternative to the portfolio and high-stakes accountability models of school improvement. Based on the successful methods of Dealous Cox, "The Relentless Pursuit of Excellence" describes a leadership philosophy based on the search for wisdom through personal reflection and community. The authors share their experience with this leadership style and document the sustainable results of transformational leaders working with teachers as partners rather than adversaries. These results include: consistently improved teacher performance; improved teacher quality; greater professional satisfaction for teachers; and, stronger community support for schools. Richard Sagor and Deborah Rickey have tracked this established leadership model for more than 30 years. Their work shows how, when sustained over time, these leadership principles have transformed professional behavior throughout school districts and made a long-term difference for teachers and students.
(source: Nielsen Book Data)
- Publication date
- Richard Sagor, Deborah Rickey ; foreword by Sheldon H. Berman.