Four Dimensions of Principal Leadership
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Four Dimensions of Principal Leadership : A Framework for Leading 21st Century Schools

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As schools progress, evolve, and change, the ways in which educational professionals lead and organize must also change. The Four Dimensions of Leadership provides readers with an invaluable guide to the latest reforms and modifications to school systems and comprehensively incorporates each major leadership principle advocated for modern-day school leaders at all levels. The text not only gives readers an opportunity to read and study leadership principles, it also provides tools to operationalize those principles and enhance their capacity to lead through the use of inventories, activities, and real life scenarios. Applicable to courses in general leadership, instructional leadership, participatory governance, and organizational behavior, this companion text confronts the challenges of the recent redefinition of leaderships roles in schools: how it is being informed by competencies, standards, and accountability measures and how this movement forges a connection between school leaders and overall student achievement.Furthermore, the book presents a leadership preparation program that confronts the challenges and complexities of these new standards using a multi-dimensional approach: 1) Understanding Self and Others; 2) Understanding the Complexities of Organizational Life; 3) Building Bridges through Relationships; and 4) Engaging in Leadership Best Practices.The book is a companion text to Practicing the Art of Leadership: A Problem-based Approach to Implementing the ISLLC Standards.show more

Product details

  • Hardback | 240 pages
  • 152.4 x 223.52 x 20.32mm | 249.47g
  • Pearson Education (US)
  • ALLYN & BACON
  • Old Tappan, United States
  • English
  • 0131126865
  • 9780131126862
  • 1,654,920

About Reginald Green

Reginald Leon Green is Professor of Educational Leadership at the University of Memphis where he teaches courses with a focus on instructional leadership and participatory governance and change. He received the Ed. D. in Educational Administration and Supervision from the University of Missouri-Columbia. He served at the teacher, principal, deputy superintendent, and superintendent levels of K-12 education. Dr. Green is the author of Teaching in the Inner City and Liking It and Practicing the Art of Leadership: A Problem-Based Approach to Implementing the ISLLC Standards (Pearson Education, 2008), as well as a number of articles on contemporary educational issues such as educational restructuring, primary grade restructuring, and gang violence.show more

Back cover copy

The Four Dimensions of Leadership offers readers an invaluable guide to the latest reforms and modifications to school systems. Comprehensively incorporating each major leadership principle advocated for modern school leaders, the text not only gives the opportunity to read and study leadership principles, it also provides inventories, activities, and real life scenarios that turn theory into practice. A companion text to Practicing the Art of Leadership: A Problem-based Approach to Implementing the ISLLC Standards, this book confronts the challenges currently facing leadership roles in schools: standards, accountability measures, and the connection between school leaders and overall student achievement. Features Provides a set of inventories that the reader can use to assess his or her values, beliefs and behaviors-a fundamental step in establishing a foundation for leadership. Contains thirteen research-based core competencies that describe the requirements for leaders of modern-day schools, define their responsibilities, and assess the extent to which they have mastered those skills. Includes a series of scenarios throughout the book that transform theory into practice and allow readers to assess their skills in implementing standards and attaining competencies. Features "Implications for Leadership" boxes at the end of each chapter that examine causes and effects in relation to leadership and leadership skills. Reginald Leon Green is Professor of Educational Leadership at the University of Memphis where he teaches courses with a focus on instructional leadership and participatory governance and change. He received the Ed. D. in Educational Administration and Supervision from the University of Missouri-Columbia. He served at the teacher, principal, deputy superintendent, and superintendent levels of K-12 education.show more

Table of contents

CONTENTS Page Preface i Introduction Viii Part I Establishing a Foundation for Leadership in Schools 1 Chapter 1: Preparing Leaders for Twenty First Century Schools 1 Introduction 1 Twenty-First Century School Leadership Defined 3 Standards, Competencies, and Accountability Measures 6 The Competencies 12 Styles of Leadership for 21st Century Schools 15 Accountability Measures 22 Making the Connection: The Remaining Chapters 24 Implications for Leadership 27 Reflective Practice 29 Chapter Essentials 30 References 31 Part II Dimension 1: Understanding Self and Others 34 Chapter 2: Leading with an Understanding of Self 35 Introduction 35 The Value of Understanding Self 38 Observing the Effects of Leader Behavior 44 Scenario: The Leader Behavior of Principal Carter 45 Processes for Acquiring an Understanding of Self 53 Outcomes from Acquiring an Understanding of Self 62 Implications for Leadership 63 Reflective Practice 64 Chapter Essentials 65 References 66 Chapter 3: Leading With an Understanding of Others 69 Introduction 69 Developing an Understanding of Others 70 The Benefits of Understanding Others 78 Implications for Leadership 85 Reflective Practice 87 Chapter Essentials 88 References 89 Part III Dimension 2: Understanding the Complexity of Organizational Life 91 Chapter 4: The Social Interaction in Schools 92 Introduction 92 Organizations Defined 93 Scenario: Harpo Allen Middle School 94 Elements Contributing to the complexity of Organizational Life 97 Implications for Leadership 116 Reflective Practice 117 Chapter Essentials 118 References 119 Chapter 5: Perspective on School Structure: Chaos or Efficiency 121 Introduction 121 Organizational Structure Defined 122 The Different Types of Structure 124 Elements of Organizational Structure 84 Two Models of Structure Impacting Schools 89 The Mechanistic Bureaucratic Model 125 The Organic Humanistic Model 131 Structural Configurations for the Twenty-First Century Schoolhouse 133 Scenario: Superintendent Chooses First Year Principal to Lead Fresh Start School 138 Implications for Leadership 151 Reflective Practice 152 Chapter Essentials 153 References 154 Chapter 6: The Principal's Role in Establishing and Retaining a Quality Teaching Faculty 158 Introduction 158 Teacher Recruitment, Selection, Induction, and Placement 159 Instructional Supervision 165 A Mentoring Program for Teachers 170 Professional Development and Career Advancement 174 Implications for Leadership 178 Reflective Practice 179 Chapter Essentials 180 References 181 Part IV Dimension 3: Building Bridges through Relationships 184 Chapter 7: Developing Relationships for Effective Leadership in Schools 185 Introduction 185 Relationships Defined 187 The Importance of Establishing Positive Relationships in Schools 188 Types of Relationships Needed to Foster Goal Attainment 190 Approaches to Building Effective School Relationships 198 Benefits Derived from Establishing Effective Relationships 207 Implications for Leadership 210 Reflective Practice 211 Chapter Essentials 212 References 213 Part V Dimension 4: Engaging in Leadership Best Practices 216 Chapter 8: Utilizing Leadership Practices for Educational Renewal 217 Introduction 217 Understanding Best Practice 218 The Thirteen Core Competencies and Related Best Practices 220 Putting Best Practices into Action 245 Implications for Leadership 245 Reflective Practice 247 Chapter Essentials 248 References 249 Chapter 9: Putting Instructional Leadership into Practice 253 Introduction 253 Setting the Stage for Change 254 Creating and Communication the Vision 256 Identification of the Discrepancy 260 Selecting the Program Strategy 261 Assessing the School's Capacity for Change 263 Building the Capacity for Change 265 Implementing the Identified Change 268 The Evaluation Phase 271 Implications for Leadership 274 Reflective Practice 276 Chapter Essentials 277 References 278show more

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