Achieve a workable model for effectively reshaping today's school districts for positive outcomes by addressing three of the most central challenges in district and school leadership.
Achieve a workable model for effectively reshaping today's school districts for positive outcomes by addressing three of the most central challenges in district and school leadership.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Dr. Leithwood is Emeritus Professor at OISE/University of Toronto. His research and writing is about school leadership, educational policy and organizational change. He has published extensively on these topics. For example, he is the senior editor of both the first and second International Handbooks on Educational Leadership and Administration (Kluwer Publishers, 1996, 2003). His most recent books include How School Leaders Contribute to Student Success (2017, Springer), Linking Leadership to Student Learning (2012, Jossey Bass), Leading School Turnaround (2010, Jossey Bass), Distributed leadership: The state of the evidence (2009, Routledge), Leading with Teachers' Emotions in Mind (2008, Corwin), Making Schools Smarter (Corwin, 3rd edition, 2006) and Teaching for Deep Understanding (Corwin, 2006). Among his awards, Professor Leithwood is the inaugural recipient of the University of Toronto's Impact on Public Policy award, AERA (Division A) 2011 Outstanding Leadership Researcher Award, the 2012 Roald F. Campbell Lifetime Achievement Award from the University Council for Educational Administration and the Ontario Principal Councils' Outstanding Contributions to Education Award for 2016. He is a Fellow of the Royal Society of Canada. With colleagues, he has completed one of the largest studies of its kind about how state, district and school-level leadership influences student learning.
Inhaltsangabe
Preface Acknowledgments About the Authors 1. Introduction Part I. Basic Assumptions About Schools and Districts 2. Clarifying Assumptions: Three Perspectives 3. What Is a Professional Learning Community? Part II. Educational Inputs and Outcomes 4. What Are Schools Given to Work With? 5. What Ought to Be Accomplished? Part III. Critical Processes and Conditions: A Systems Orientation to the Core Technology of Schooling 6. Leadership and Management 7. Mission and Goals, Culture and Community 8. Planning and Instructional Services 9. Structure and Organization, and Data-Driven Decision Making 10. Policies and Procedures, and Community Partnerships Part IV. Gathering and Using School and District Monitoring Information 11. Collecting, Analyzing, and Interpreting Monitoring Information 12. Using School and District Monitoring Information Appendix A: The School Surveys Appendix B: The District Surveys References Index
Preface Acknowledgments About the Authors 1. Introduction Part I. Basic Assumptions About Schools and Districts 2. Clarifying Assumptions: Three Perspectives 3. What Is a Professional Learning Community? Part II. Educational Inputs and Outcomes 4. What Are Schools Given to Work With? 5. What Ought to Be Accomplished? Part III. Critical Processes and Conditions: A Systems Orientation to the Core Technology of Schooling 6. Leadership and Management 7. Mission and Goals, Culture and Community 8. Planning and Instructional Services 9. Structure and Organization, and Data-Driven Decision Making 10. Policies and Procedures, and Community Partnerships Part IV. Gathering and Using School and District Monitoring Information 11. Collecting, Analyzing, and Interpreting Monitoring Information 12. Using School and District Monitoring Information Appendix A: The School Surveys Appendix B: The District Surveys References Index
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