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The Four Dimensions of Principal 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.
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 has served at the teacher, principal, deputy superintendent, and superintendent levels of K-12 education.
Table of Contents
|Establishing a Foundation for Leadership in Schools||p. 1|
|Preparing Leaders for 21st-Century Schools||p. 1|
|21st-Century School Leadership Defined||p. 3|
|Standards, Competencies, and Accountability Measures||p. 5|
|The Competencies||p. 9|
|Styles of Leadership for 21st-Century Schools||p. 11|
|Accountability Measures||p. 16|
|Making the Connection: The Remaining Chapters||p. 17|
|Implications for Leadership||p. 19|
|Reflective Practice||p. 20|
|Chapter Essentials||p. 20|
|Dimension 1: Understanding Self and Others||p. 23|
|Leading with an Understanding of Self||p. 24|
|The Value of Understanding Self||p. 27|
|Observing the Effects of Leader Behavior||p. 31|
|Scenario: The Leadership Behavior of Principal Carter||p. 31|
|Benefits from Acquiring an Understanding of Self||p. 38|
|Outcome from Acquiring an Understanding of Self||p. 44|
|Implications for Leadership||p. 44|
|Reflective Practice||p. 45|
|Chapter Essentials||p. 45|
|Leading with an Understanding of Others||p. 48|
|Developing an Understanding of Others||p. 49|
|The Benefit of Understanding Others||p. 55|
|Implications for Leadership||p. 60|
|Reflective Practice||p. 61|
|Chapter Essentials||p. 62|
|Dimension 2: Understanding the Complexity of Organizational Life||p. 64|
|The Social Interaction in Schools||p. 65|
|Organizations Defined||p. 66|
|Scenario: Harpo Allen Middle School||p. 67|
|Elements Contributing to the Complexity of Organizational Life||p. 69|
|Implications for Leadership||p. 81|
|Reflective Practice||p. 82|
|Chapter Essentials||p. 82|
|Perspectives on School Structure: Chaos or Efficiency||p. 85|
|Organizational Structure Defined||p. 86|
|The Different Types of Structure||p. 89|
|Structural Configurations for the 21st-Century Schoolhouse||p. 95|
|Scenario: Superintendent Chooses First Year Principal to Lead Fresh Start School||p. 99|
|Implications for Leadership||p. 108|
|Reflective Practice||p. 109|
|Chapter Essentials||p. 109|
|The Principal's Role in Establishing and Retaining a Quality Teaching Faculty||p. 112|
|Teacher Recruitment, Selection, Induction, and Placement||p. 113|
|Instructional Supervision||p. 118|
|A Mentoring Program for Teachers||p. 121|
|Professional Development and Career Advancement||p. 124|
|Implications for Leadership||p. 126|
|Reflective Practice||p. 127|
|Chapter Essentials||p. 127|
|Dimension 3: Building Bridges Through Relationships||p. 130|
|Developing Relationships for Effective Leadership in Schools||p. 131|
|Relationships Defined||p. 133|
|The Importance of Establishing Positive Relationships in Schools||p. 133|
|Types of Relationships Needed to Foster Goal Attainment||p. 135|
|Approaches to Building Effective School Relationships||p. 140|
|Benefits Derived from Establishing Effective Relationships||p. 146|
|Implications for Leadership||p. 147|
|Reflective Practice||p. 148|
|Chapter Essentials||p. 148|
|Dimension 4: Engaging in Leadership Best Practices||p. 151|
|Utilizing Leadership Practices for Educational Renewal||p. 152|
|Understanding Best Practices||p. 153|
|The Thirteen Core Competencies and Related Best Practices||p. 154|
|Putting Best Practices into Action||p. 170|
|Implications for Leadership||p. 171|
|Reflective Practice||p. 171|
|Chapter Essentials||p. 172|
|Putting Instructional Leadership into Practice: A Model for Instructional Improvement||p. 175|
|Setting the Stage for Change||p. 176|
|Creating and Communicating the Vision||p. 177|
|Identification of the Discrepancy||p. 181|
|Selecting the Program Strategy||p. 182|
|Assessing the School's Capacity for Change||p. 183|
|Building the Capacity for Change||p. 185|
|Implementing the Identified Change||p. 186|
|The Evaluation Phase||p. 188|
|Implications for Leadership||p. 191|
|Reflective Practice||p. 192|
|Chapter Essentials||p. 192|
|Concluding Thoughts||p. 195|
|Relating Phases of Instructional Change to the 13 Core Competencies||p. 197|
|Suggested Readings||p. 203|
|Roles and Responsibilities of the Principal||p. 206|
|The Key Elements of Impacting Schools||p. 208|
|Twelve Educational Postulates: An Agenda for 21st-Century Educational Leaders||p. 213|
|Table of Contents provided by Ingram. All Rights Reserved.|