Preface : a call for leadership that is focused on learning
Leading for learning-foundational ideas
Hector's challenge to educational leaders
Essential ideas and tasks for learning-focused leaders
What leading for learning means for practice
Establishing a focus on learning
Building professional communities that value learning
Engaging external environments that matter for learning
Acting strategically and sharing leadership
The leading for learning framework in action
Leading learning in schools
Leading learning in districts
Using the framework in practice and leadership development
Epilogue : Hector and Mr. G. revisited.
What kind of leadership makes learning possible for all students? How can school leaders help teachers increase their knowledge and improve their instructional abilities? What actions should leaders take to ensure that learning occurs? In Connecting Leadership with Learning: A Framework for Reflection, Planning, and Action, Michael A.
Book — 1 online resource (viii, 119 pages) : illustrations
1 Why Schools Need Collaborative Leaders
2 Student Achievement and Discipline
3 School Culture and Community
5 Attending to the Health and Welfare of Collaborative Leaders.
(source: Nielsen Book Data)
This book is for school leaders who handle the conflicts and commotions which arise from human nature issues in schools and the shortage of school resources. It offers 20 strategies which demonstrate how to support teaching and learning in your school. (source: Nielsen Book Data)
Rationale and statement of the problem-- review of the literature - organizational theory-- review of the literature - social psychology theory-- review of the literature - ethical theory-- methods and procedures-- summary of findings - organizational analysis-- summary of findings - social psychological analysis-- summary of findings - ethical analysis-- conclusions and recommendations.
(source: Nielsen Book Data)
This title describes the imperfect world of school organizations. It illuminates the ethical reasoning articulated by school principals in response to candid questions: why they chose to ignore, bend or break rules; why they chose not to disclose factual information; or why they lied. (source: Nielsen Book Data)
Book — 1 online resource (231 pages) Digital: data file.
A person-centered perspective on educational leadership
Seeking and responding to data
Beliefs about people and change
Creating an environment for learning and change
The leader's sense of self
Developing the self in others
Creating and responding to purpose
Authenticity and organizations
Leaders and their organizations
The person-centered preparation of school leaders.
The work of educational leaders depends on relationships with people--faculty and staff members, students, other administrators, parents, and community members. This book presents a new way of viewing leadership: how to become person-centered leaders.