Superintendent Leadership
Purchase
Description
"Targeted to meet the needs of superintendents or those aspiring to the position. The stories, vignettes, and reflective exercises for the reader are major strengths."
—Dan Lawson, Superintendent
Tullahoma City Schools, TN
"This is the first professional book that I have found exciting to read in a long time—I really couldn't put it down! It made me immediately want to gather my leadership team together to devise our own plan. A terrific discussion starter, as well as a step-by-step plan for implementing and assessing new programs."
—Marie Blum, Superintendent
Canaseraga Central School District, NY
Maximize districtwide performance through realistic, standards-based practice!
Written by the past president of the National Council of Professors of Educational Administration, this valuable resource examines the knowledge, skills, and dispositions that superintendents must develop to effectively manage change in today's schools.
Elaine L. Wilmore examines the Educational Leadership Constituent Council (ELCC) standards—the new benchmarks established by NCATE and ISLLC for a highly effective superintendency—and shows how administrators can incorporate each standard into their global vision and everyday practice. Through case studies, problem-based learning, an assessment model, and reflective questions and activities, this reader-friendly handbook discusses ways for superintendents to:
- Attain proficiency in each ELCC standard
- Develop a positive district culture
- Manage operations, resources, and community involvement
Superintendent Leadership is ideal for the development of future superintendents and the continuous professional learning of current administrators as leaders of the learning community.
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Author
- 1. The Educational Leadership Constituent Council Standards as Tools for Improved District Performance
- Superintendent Concerns Generated by a Changing Society
- What Skills Should a Twenty-First-Century Superintendent Possess?
- Knowledge
- Skills
- Dispositions
- History and Development of the Educational Leadership Constituent Council Standards
- What Are the ELCC Standards?
- Creating the Connection Between the ELCC Standards and Realistic Practice
- The Role of the Superintendent in a Changing Democratic Society
- 2. It's All About the Vision
- Standard 1
- Introduction
- Philosophical Framework
- Developing a District Vision
- Articulating the District Vision
- Implementing the District Vision
- Being a Good Steward of the District Vision
- Promoting Community Involvement in the District Vision
- Problem-Based Learning
- Developing and Articulating a District Vision: Where Are We Going to Put So Many New Students?
- Reflective Practice: Pause and Think
- Implementing and Being a Good Steward of the District Vision: Let's Try This One More Time
- Reflective Practice: Pause and Think
- Promoting Community Involvement in the District Vision: But...We Used to Win All the Time! What's Going On?
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 3. Advocating, Nurturing, and Sustaining Enhanced Student Learning and Staff Professional Growth
- Standard 2
- Introduction
- Philosophical Framework
- Promoting A Positive District Culture
- Providing an Effective Instructional Program
- Applying Best Practices to Student Learning
- Designing Comprehensive Professional Growth Plans
- Problem-Based Learning
- Promoting a Postive District Culture: Hello! I'm New Here!
- Reflective Practice: Pause and Think
- Providing an Effective Instructional Program: But We're Doing the Best That We Can!
- Reflective Practice: Pause and Think
- Applying Best Practices to Student Learning: Addressing the Dropout Problem in an Urban District
- Reflective Practice: Pause and Think
- Designing Comprehensive Professional Growth Plans: The Sowell-Watson CSD University
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 4. Leadership Through Management of District Organization, Operations, and Resources
- Standard 3
- Introduction
- Philosophical Framework
- Managing the Organization of the District
- Managing District Operations
- Managing District Resources
- Problem-Based Learning
- Managing the Organization of the District: A Winding Road in an Urban Area
- Reflective Practice: Pause and Think
- Managing District Operations: Baby, It's Raining Outside!
- Reflective Practice: Pause and Think
- Managing District Resources: Lord, Please Don't Let Me Be Misunderstood
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 5. Creating a Collaborative Learning Community
- Standard 4
- Introduction
- Philosophical Framework
- Collaborating with Families and Other Community Members
- Responding to Community Interests and Needs
- Mobilizing Community Resources
- Problem-Based Learning
- Collaborating with Families and Other Community Members: The Answer's Not Blowing in the Wind
- Reflective Practice: Pause and Think
- Responding to Community Interests and Needs: The Faint of Heart Need Not Apply
- Reflective Practice: Pause and Think
- Mobilizing Community Resources: Jimmy Cracked Corn, and We Do Care
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 6. The Ethical District Leader
- Standard 5
- Introduction
- Philosophical Framework
- Acts With Integrity
- Acts Fairly
- Acts Ethically
- Problem-Based Learning
- Acts With Integrity: Please Don't Slay the Messenger
- Reflective Practice: Pause and Think
- Acts Fairly: Why Is This Happening to Me? What Did I Do Wrong?
- Reflective Practice: Pause and Think
- Acts Ethically: Is Equal Always Ethical? Or Is Ethical Always Equal?
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 7. District and School Community Politics
- Standard 6
- Introduction
- Philosophical Framework
- Understanding the Larger Context
- Responding to the Larger Context
- Influencing the Larger Context
- Problem-Based Learning
- Understanding the Larger Context: It's What's Inside That Counts, or Beauty is Only Skin Deep
- Reflective Practice: Pause and Think
- Responding to the Larger Context: Change for the Sake of Change, or Too Much Change Too Fast?
- Reflective Practice: Pause and Think
- Influencing the Larger Context: Let's Define Justice
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 8. The Superintendent Internship
- Standard 7
- Introduction
- Substantial
- Sustained
- Standards-Based
- Domain I - Leadership of the Educational Community
- Domain II - Instructional Leadership
- Domain III - Administrative Leadership
- Real Settings
- Planned and Guided Cooperatively
- Graduate Credit
- Assessment Model
- Conclusions
- The Ultimate Application
- 9. It's Up to You
- Final Applications
- Recommendations
- Go Forth, and Do Well!
Suggested Additional Reading
Suggested Additional Reading
References
References
Index
Index
Additional materials
Description
"Targeted to meet the needs of superintendents or those aspiring to the position. The stories, vignettes, and reflective exercises for the reader are major strengths."
—Dan Lawson, Superintendent
Tullahoma City Schools, TN
"This is the first professional book that I have found exciting to read in a long time—I really couldn't put it down! It made me immediately want to gather my leadership team together to devise our own plan. A terrific discussion starter, as well as a step-by-step plan for implementing and assessing new programs."
—Marie Blum, Superintendent
Canaseraga Central School District, NY
Maximize districtwide performance through realistic, standards-based practice!
Written by the past president of the National Council of Professors of Educational Administration, this valuable resource examines the knowledge, skills, and dispositions that superintendents must develop to effectively manage change in today's schools.
Elaine L. Wilmore examines the Educational Leadership Constituent Council (ELCC) standards—the new benchmarks established by NCATE and ISLLC for a highly effective superintendency—and shows how administrators can incorporate each standard into their global vision and everyday practice. Through case studies, problem-based learning, an assessment model, and reflective questions and activities, this reader-friendly handbook discusses ways for superintendents to:
- Attain proficiency in each ELCC standard
- Develop a positive district culture
- Manage operations, resources, and community involvement
Superintendent Leadership is ideal for the development of future superintendents and the continuous professional learning of current administrators as leaders of the learning community.
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Author
- 1. The Educational Leadership Constituent Council Standards as Tools for Improved District Performance
- Superintendent Concerns Generated by a Changing Society
- What Skills Should a Twenty-First-Century Superintendent Possess?
- Knowledge
- Skills
- Dispositions
- History and Development of the Educational Leadership Constituent Council Standards
- What Are the ELCC Standards?
- Creating the Connection Between the ELCC Standards and Realistic Practice
- The Role of the Superintendent in a Changing Democratic Society
- 2. It's All About the Vision
- Standard 1
- Introduction
- Philosophical Framework
- Developing a District Vision
- Articulating the District Vision
- Implementing the District Vision
- Being a Good Steward of the District Vision
- Promoting Community Involvement in the District Vision
- Problem-Based Learning
- Developing and Articulating a District Vision: Where Are We Going to Put So Many New Students?
- Reflective Practice: Pause and Think
- Implementing and Being a Good Steward of the District Vision: Let's Try This One More Time
- Reflective Practice: Pause and Think
- Promoting Community Involvement in the District Vision: But...We Used to Win All the Time! What's Going On?
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 3. Advocating, Nurturing, and Sustaining Enhanced Student Learning and Staff Professional Growth
- Standard 2
- Introduction
- Philosophical Framework
- Promoting A Positive District Culture
- Providing an Effective Instructional Program
- Applying Best Practices to Student Learning
- Designing Comprehensive Professional Growth Plans
- Problem-Based Learning
- Promoting a Postive District Culture: Hello! I'm New Here!
- Reflective Practice: Pause and Think
- Providing an Effective Instructional Program: But We're Doing the Best That We Can!
- Reflective Practice: Pause and Think
- Applying Best Practices to Student Learning: Addressing the Dropout Problem in an Urban District
- Reflective Practice: Pause and Think
- Designing Comprehensive Professional Growth Plans: The Sowell-Watson CSD University
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 4. Leadership Through Management of District Organization, Operations, and Resources
- Standard 3
- Introduction
- Philosophical Framework
- Managing the Organization of the District
- Managing District Operations
- Managing District Resources
- Problem-Based Learning
- Managing the Organization of the District: A Winding Road in an Urban Area
- Reflective Practice: Pause and Think
- Managing District Operations: Baby, It's Raining Outside!
- Reflective Practice: Pause and Think
- Managing District Resources: Lord, Please Don't Let Me Be Misunderstood
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 5. Creating a Collaborative Learning Community
- Standard 4
- Introduction
- Philosophical Framework
- Collaborating with Families and Other Community Members
- Responding to Community Interests and Needs
- Mobilizing Community Resources
- Problem-Based Learning
- Collaborating with Families and Other Community Members: The Answer's Not Blowing in the Wind
- Reflective Practice: Pause and Think
- Responding to Community Interests and Needs: The Faint of Heart Need Not Apply
- Reflective Practice: Pause and Think
- Mobilizing Community Resources: Jimmy Cracked Corn, and We Do Care
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 6. The Ethical District Leader
- Standard 5
- Introduction
- Philosophical Framework
- Acts With Integrity
- Acts Fairly
- Acts Ethically
- Problem-Based Learning
- Acts With Integrity: Please Don't Slay the Messenger
- Reflective Practice: Pause and Think
- Acts Fairly: Why Is This Happening to Me? What Did I Do Wrong?
- Reflective Practice: Pause and Think
- Acts Ethically: Is Equal Always Ethical? Or Is Ethical Always Equal?
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 7. District and School Community Politics
- Standard 6
- Introduction
- Philosophical Framework
- Understanding the Larger Context
- Responding to the Larger Context
- Influencing the Larger Context
- Problem-Based Learning
- Understanding the Larger Context: It's What's Inside That Counts, or Beauty is Only Skin Deep
- Reflective Practice: Pause and Think
- Responding to the Larger Context: Change for the Sake of Change, or Too Much Change Too Fast?
- Reflective Practice: Pause and Think
- Influencing the Larger Context: Let's Define Justice
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 8. The Superintendent Internship
- Standard 7
- Introduction
- Substantial
- Sustained
- Standards-Based
- Domain I - Leadership of the Educational Community
- Domain II - Instructional Leadership
- Domain III - Administrative Leadership
- Real Settings
- Planned and Guided Cooperatively
- Graduate Credit
- Assessment Model
- Conclusions
- The Ultimate Application
- 9. It's Up to You
- Final Applications
- Recommendations
- Go Forth, and Do Well!
Suggested Additional Reading
Suggested Additional Reading
References
References
Index
Index
Additional materials
Reviews
Superintendent Leadership
Applying the Educational Leadership Constituent Council Standards for Improved District Performance
February 2008 | 176 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 27/02/2023 | 9781412955416 | $40.95 |
| Hardcover | 27/02/2023 | 9781412955409 | $68.95 |
| Lifetime | 27/02/2023 | 9781452295299 | $37.00 |
"Targeted to meet the needs of superintendents or those aspiring to the position. The stories, vignettes, and reflective exercises for the reader are major strengths."
—Dan Lawson, Superintendent
Tullahoma City Schools, TN
"This is the first professional book that I have found exciting to read in a long time—I really couldn't put it down! It made me immediately want to gather my leadership team together to devise our own plan. A terrific discussion starter, as well as a step-by-step plan for implementing and assessing new programs."
—Marie Blum, Superintendent
Canaseraga Central School District, NY
Maximize districtwide performance through realistic, standards-based practice!
Written by the past president of the National Council of Professors of Educational Administration, this valuable resource examines the knowledge, skills, and dispositions that superintendents must develop to effectively manage change in today's schools.
Elaine L. Wilmore examines the Educational Leadership Constituent Council (ELCC) standards—the new benchmarks established by NCATE and ISLLC for a highly effective superintendency—and shows how administrators can incorporate each standard into their global vision and everyday practice. Through case studies, problem-based learning, an assessment model, and reflective questions and activities, this reader-friendly handbook discusses ways for superintendents to:
- Attain proficiency in each ELCC standard
- Develop a positive district culture
- Manage operations, resources, and community involvement
Superintendent Leadership is ideal for the development of future superintendents and the continuous professional learning of current administrators as leaders of the learning community.
Table Of Contents:
- Preface
- Acknowledgments
- About the Author
- 1. The Educational Leadership Constituent Council Standards as Tools for Improved District Performance
- Superintendent Concerns Generated by a Changing Society
- What Skills Should a Twenty-First-Century Superintendent Possess?
- Knowledge
- Skills
- Dispositions
- History and Development of the Educational Leadership Constituent Council Standards
- What Are the ELCC Standards?
- Creating the Connection Between the ELCC Standards and Realistic Practice
- The Role of the Superintendent in a Changing Democratic Society
- 2. It's All About the Vision
- Standard 1
- Introduction
- Philosophical Framework
- Developing a District Vision
- Articulating the District Vision
- Implementing the District Vision
- Being a Good Steward of the District Vision
- Promoting Community Involvement in the District Vision
- Problem-Based Learning
- Developing and Articulating a District Vision: Where Are We Going to Put So Many New Students?
- Reflective Practice: Pause and Think
- Implementing and Being a Good Steward of the District Vision: Let's Try This One More Time
- Reflective Practice: Pause and Think
- Promoting Community Involvement in the District Vision: But...We Used to Win All the Time! What's Going On?
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 3. Advocating, Nurturing, and Sustaining Enhanced Student Learning and Staff Professional Growth
- Standard 2
- Introduction
- Philosophical Framework
- Promoting A Positive District Culture
- Providing an Effective Instructional Program
- Applying Best Practices to Student Learning
- Designing Comprehensive Professional Growth Plans
- Problem-Based Learning
- Promoting a Postive District Culture: Hello! I'm New Here!
- Reflective Practice: Pause and Think
- Providing an Effective Instructional Program: But We're Doing the Best That We Can!
- Reflective Practice: Pause and Think
- Applying Best Practices to Student Learning: Addressing the Dropout Problem in an Urban District
- Reflective Practice: Pause and Think
- Designing Comprehensive Professional Growth Plans: The Sowell-Watson CSD University
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 4. Leadership Through Management of District Organization, Operations, and Resources
- Standard 3
- Introduction
- Philosophical Framework
- Managing the Organization of the District
- Managing District Operations
- Managing District Resources
- Problem-Based Learning
- Managing the Organization of the District: A Winding Road in an Urban Area
- Reflective Practice: Pause and Think
- Managing District Operations: Baby, It's Raining Outside!
- Reflective Practice: Pause and Think
- Managing District Resources: Lord, Please Don't Let Me Be Misunderstood
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 5. Creating a Collaborative Learning Community
- Standard 4
- Introduction
- Philosophical Framework
- Collaborating with Families and Other Community Members
- Responding to Community Interests and Needs
- Mobilizing Community Resources
- Problem-Based Learning
- Collaborating with Families and Other Community Members: The Answer's Not Blowing in the Wind
- Reflective Practice: Pause and Think
- Responding to Community Interests and Needs: The Faint of Heart Need Not Apply
- Reflective Practice: Pause and Think
- Mobilizing Community Resources: Jimmy Cracked Corn, and We Do Care
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 6. The Ethical District Leader
- Standard 5
- Introduction
- Philosophical Framework
- Acts With Integrity
- Acts Fairly
- Acts Ethically
- Problem-Based Learning
- Acts With Integrity: Please Don't Slay the Messenger
- Reflective Practice: Pause and Think
- Acts Fairly: Why Is This Happening to Me? What Did I Do Wrong?
- Reflective Practice: Pause and Think
- Acts Ethically: Is Equal Always Ethical? Or Is Ethical Always Equal?
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 7. District and School Community Politics
- Standard 6
- Introduction
- Philosophical Framework
- Understanding the Larger Context
- Responding to the Larger Context
- Influencing the Larger Context
- Problem-Based Learning
- Understanding the Larger Context: It's What's Inside That Counts, or Beauty is Only Skin Deep
- Reflective Practice: Pause and Think
- Responding to the Larger Context: Change for the Sake of Change, or Too Much Change Too Fast?
- Reflective Practice: Pause and Think
- Influencing the Larger Context: Let's Define Justice
- Reflective Practice: Pause and Think
- Assessment Model
- Ways for You to Do It
- Conclusions
- The Ultimate Application
- 8. The Superintendent Internship
- Standard 7
- Introduction
- Substantial
- Sustained
- Standards-Based
- Domain I - Leadership of the Educational Community
- Domain II - Instructional Leadership
- Domain III - Administrative Leadership
- Real Settings
- Planned and Guided Cooperatively
- Graduate Credit
- Assessment Model
- Conclusions
- The Ultimate Application
- 9. It's Up to You
- Final Applications
- Recommendations
- Go Forth, and Do Well!
- Suggested Additional Reading
- References
- Index