Table Of Contents:

• Foreword
• Preface
• How This Book Was Written
• Intended Audience
• Method of Citation
• Scope and Organization
• Acknowledgments
• About the Editors
• About the Contributors
• Introduction: Leadership for Excellence in Learning
• The Mission Is Student Learning
• What Is Leadership?
• Assumptions About the Nature of Leadership
• Conclusion: A Passion for Learning
• PART I. The State of School Leadership
• 1. The Landscape of School Leadership
• The State of the Principalship: A Snapshot
• The Supply and Demand Challenge
• What Is the Principal’s Proper Role?
• Conclusion: What’s Over the Next Hill?
• Reflections
• 2. The Effects of Leadership
• The Search for Leadership Effects
• Syntheses of the Evidence
• Essential Acts of Leadership
• Conclusion: A Compass, Not a Road Map
• Reflections
• PART II. The Person
• 3. Portrait of a Leader
• The Characteristics of Leaders
• Personality
• Competence
• Mastery of Self
• Interpersonal Competence
• Character
• Leadership Behaviors
• The Genesis of Leadership
• What We Don’t Know About Leadership
• Implications
• Conclusion: A Sketch for Each Leader to Complete
• Reflections
• 4. Leadership Styles and Strategies
• Dimensions of Leadership Style
• Unanswered Questions About Style
• The Importance of Style
• Leadership Strategies
• Hierarchical Leadership
• Transformational Leadership
• Facilitative Leadership
• Is There a Best Strategy?
• Choosing a Strategy
• Conclusion: The Need for Clarity of Purpose
• Reflections
• 5. Developing School Leaders
• A Developmental Perspective
• The Phases of Principals’ Careers
• The Special Case of the Assistant Principal
• Assessment Tools for Developing Leadership
• Conclusion: A Pathway Uncertain Yet Sure
• Reflections
• PART III. The Values
• 6. Ethical Leadership
• The Virtuous Leader
• Making Ethical Decisions
• Leaders as Advocates
• Conclusion: A Question of Destiny
• Reflections
• 7. Visionary Leadership
• The Nature of Vision
• The Impact of Vision
• The Problem With Vision
• The Leader’s Role
• Developing Personal Vision
• Tailoring the Vision to the School
• Institutionalizing the Vision
• Beyond Vision: The Learning Organization
• Conclusion: Change as a Driving Force for Excellence
• Reflections
• 8. Cultural Leadership
• The Power of a Strong Culture
• The Perspective of This Chapter
• The Heart of the Matter
• The Meaning of Culture
• Three Levels of Culture
• Principles for Shaping School Culture
• How Leaders Construct Culture
• Shaping the Student Subculture
• Fostering a Sense of Community
• Conclusion: Having the Heart to Persevere
• Reflections
• PART IV. The Structure
• 9. Accountable Leadership
• The Many Faces of Accountability
• The Leadership Challenge
• Using Accountability to Improve Learning
• Conclusion: A Core Leadership Responsibility
• Reflections
• 10. Site-Based Management
• History and Structure of SBM
• Participants
• Site Councils
• SBM and Academic Achievement
• Role of the Principal in SBM
• Role of the Superintendent and Other Administrators
• Conclusion: Leaders’ Commitment Drives Change
• Reflections
• 11. Distributed Leadership
• Who Was That Masked Man, Anyway?
• An Alternative Conception: Distributed Leadership
• The Continuum of Leadership
• Distributed Leadership in Schools
• Varieties of Distributed Leadership
• Making Distributed Leadership Work
• Expanding Leadership Through Work Teams
• Conclusion: Why the Effort Is Worthwhile
• Reflections
• 12. Political Leadership
• The Two Worlds of School Politics
• Acting Politically
• Conclusion: Being Political, Remaining Ethical
• Reflections
• PART V. The Mission: Student Learning
• 13. Instructional Leadership: Supporting the Learning Process
• What Is Learning?
• Clarifying the Goals of Purposeful Learning
• Selecting Instructional Strategies
• Conclusion: Collaboration Is the Route to Success
• Reflections
• 14. Instructional Leadership: Progress Monitoring
• What Is Progress Monitoring?
• Using Multiple Sources of Information to Monitor Progress
• Improving the Interpretation and Use of Information
• Communicating Progress
• An Example: Progress Monitoring in a School District
• Conclusion: A Career-Long Practice
• Reflections
• 15. Instructional Leadership: Cultivating a Learning-Focused Community in Schools
• What Is a Learning-Focused Community?
• Why Do Students Engage in or Avoid Achievement-Directed Behavior?
• How Do Learning Communities Influence Students’ Achievement Behavior?
• How Does the Learning Environment Influence Teachers?
• Cultivating a Focus on Learning in the School Community
• Conclusion: The Need for Creativity and Resolve
• Reflections
• PART VI. The Skills
• 16. Communicating
• Principles of Organizational Communication
• Communication and Student Learning
• The Communication Process
• Communication Skills
• The Silent Language
• Administrative Writing
• Conclusion: Perseverance Pays Off
• Reflections
• 17. Engaging the Public
• A New Way of Doing Business
• Connecting With the Community
• Creating a Community-Relations Plan
• Delivering the Message
• Working With the News Media
• Evaluating Community-Relations Efforts
• Conclusion: Engaging for Mutual Benefit
• Reflections
• 18. Managing Data for Decision Making: Creating Knowledge From Information
• Principles of Data-Driven Decision Making
• Developing an Infrastructure for Managing and Interpreting Data
• Getting Accurate Data From All Students: Technical Adequacy and Universal Design
• Reference for Interpreting Results: Using Graphic Displays to Evaluate Performance
• Conclusion: The Goal Is Progress for All Students
• Reflections
• 19. Allocating Human, Financial, and Physical Resources
• Human Resources: Creating and Sustaining Human and Social Capital
• Fiscal Resources: Making the Best Use of Existing Financial Resources
• Physical Resources: Maintaining and Enhancing the Physical Environment of Schools
• Conclusion: Comprehensive Planning Is Best Practice
• Reflections
• References
• Index