Principalship, The: A Reflective Practice Perspective

by Sergiovanni, Thomas J.

• ISBN13: 9780205457236
• ISBN10: 0205457231
• Edition: 5th
• Format: Hardcover
• Copyright: 2009-01-01
• Publisher: Allyn & Bacon

Summary

The Principalship focuses on how school leadership is based on reflective practice and moral authority. It continues to emphasize school culture, standards, building community, and providing a moral basis for leadership as a means of navigating through contextual issues and constraints that principals routinely face. Helping teachers and leaders become smarter at what they do remains an important theme of this book.

“The overall approach is very accessible for students. The link with standards is clear and students will be able to see how these standards relate to their future position.”
Suzanne Gilmour, SUNY Oswego

“This text fits well with the strategies for teaching educational leaders, specifically those headed toward or already practicing as site principals.”
Mary K. McCullough, Loyola Marymount University

New to this edition:

• The importance of instructional leadership is illustrated by focusing on the principal's role in helping to plan, provide, and supervise teaching and learning.
• Case studies of effective schools show how to involve students in the decision-making process.
• The building of communities of practice and shared leadership throughout the school is offered as a way to move beyond collegiality to the development of a shared practice that is more effective for student achievement.
• Emphasis is placed on the development of smart schools where individual intelligences are aggregated.
• A “Some Reflections” section is added to nearly all of the book's chapters providing readers with a shared experience that will enrich classroom discussions.
• Views of the principal's job and the nature of today's context for leadership have been thoroughly updated.
• New definitions of school effectiveness are included, as well as a new view of the process of change, discussion of school character as an ingredient in school effectiveness, and diversity as a part of community building.

Package this book with MyLabSchool at no additional cost! Order Valuepack ISBN: 0-205-46780-6

Table of Contents

Preface	xi
About the Author	xiv
part one The Moral Dimension
Setting the Stage: Administering as a Moral Craft	1	(22)
The Heart, Head, and Hand of Leadership	2	(1)
The Moral Imperative	3	(4)
Normative Rationality	7	(1)
The Eight Competencies	8	(4)
Followership is the Goal	12	(1)
The Challenge of Leadership	13	(2)
Building the Character of Your School	15	(1)
A Commitment to Democratic Values	15	(2)
Time, Feeling, Focus	17	(2)
Servant Leadership	19	(1)
Some Reflections	19	(2)
References	21	(2)
part two Toward a New Theory
Views of the Principal's Job	23	(49)
Ideal Conceptions of the Principalship	24	(2)
Thick Visions: A Values Approach	26	(1)
Breaking Ranks	26	(8)
A Standards-Based Approach	34	(1)
Parochial Schools	35	(3)
The Complex Nature of Managerial Work	38	(2)
No Child Left Behind	40	(1)
Demands, Constraints, and Choices	40	(1)
The Changing Role	41	(4)
Principals' Priorities: Comparing Perceptions	45	(2)
A Look Ahead	47	(4)
New Emphasis on Instructional Leadership	51	(1)
Direct and Indirect Leadership	52	(2)
Some Reflections	54	(1)
References	55	(17)
appendix 2.1 New Standards for Advanced Programs in Educational Leadership	57	(7)
appendix 2.2 Profile of an ICEL Graduate	64	(1)
appendix 2.3 A Day in the Life of an Urban Elementary Principal	65	(7)
The Limits of Traditional Management Theory	72	(15)
Mindscapes of Practice	73	(1)
Reflective Practice: The Paradigm of the Scruffies	74	(3)
Changing Mindscapes	77	(4)
The Limits of Traditional Management Theory	81	(4)
Some Reflections	85	(1)
References	85	(2)
A New Theory for the Principalship	87	(16)
Toward a New Theory	87	(9)
Controlling Events or Probabilities?	96	(3)
The New Theory and School Organization	99	(1)
Changing Our Metaphors	100	(1)
Some Reflections	101	(1)
References	101	(2)
The School as a Moral Community	103	(23)
The Story of Community	104	(1)
Social Covenants	105	(1)
A Theory of Community	106	(3)
The Importance of Relationships	109	(2)
The Pattern Variables	111	(2)
Finding the Right Balance	113	(1)
Bonding and Bridging	113	(2)
Why Is Community Important?	115	(6)
Pathways to Student Learning	121	(1)
Some Reflections	122	(2)
References	124	(2)
part three Providing Leadership
The Forces of Leadership and the Culture of Schools	126	(32)
The Forces of Leadership	128	(7)
The Dynamic Aspects of School Culture	135	(6)
Some Reflections	141	(1)
References	142	(16)
appendix 6.1 Frances Hedges and Orchard Park Elementary School	144	(7)
appendix 6.2 A Primer on School Culture	151	(7)
The Stages of Leadership: A Developmental View	158	(14)
The Sources of Authority for Leadership	159	(3)
The Stages of Leadership	162	(3)
Why Leadership by Binding and Bonding Works	165	(3)
Leadership Styles Count Too	168	(1)
Craftsmen Leaders Are Critical	168	(1)
The Archetypes in Review	169	(1)
Idea-Based Leadership	170	(1)
Some Reflections	171	(1)
References	171	(1)
Becoming a Community of Leaders	172	(17)
Practical Issues	173	(2)
Leadership as a Practice	175	(1)
New Leadership Values for the Principalship	176	(8)
Distributed Leadership	184	(1)
Reciprocity Is Key	185	(1)
Constructivist Leadership	186	(1)
A Community of Leaders	186	(1)
Some Reflections	187	(1)
References	188	(1)
part four Instructional Leadership
Characteristics of Successful Schools	189	(16)
Effectiveness and School Success	191	(4)
Characteristics of Successful Schools	195	(3)
Academic Press and Community Together	198	(1)
The Importance of Character	199	(2)
Reflective Practice	201	(2)
Some Reflections	203	(1)
References	203	(2)
Becoming a Community of Mind	205	(33)
The Importance of Goals	207	(3)
Using Educational Platforms	210	(1)
Purposing Is the Linchpin	211	(4)
The Principles of Learning	215	(4)
Lists of Five	219	(3)
Both Discipline and Discretion Are Key	222	(2)
Providing the Necessary Leadership	224	(4)
Some Reflections	228	(1)
References	229	(9)
appendix 10.1 Assumptions about Learning and Knowledge	231	(7)
Making Standards Work	238	(8)
More than Effective	239	(1)
The Role of Standards	239	(1)
The Ends Usually Determine the Means	240	(1)
How Objective Are Standards?	241	(1)
Local Authority	242	(1)
Layered Standards as an Alternative	243	(1)
A Comprehensive Approach	244	(1)
References	245	(1)
Teaching, Learning, and Community	246	(23)
Comparing the Theories	246	(3)
Implications for Supervision	249	(1)
Research on ``Effective Teaching''	250	(1)
Teaching and Basic Skills Score Gains	251	(1)
Recent Research	252	(1)
Teaching for Understanding	253	(2)
The Classroom as Learning Community	255	(1)
Authentic Learning	255	(2)
An Integrated View	257	(3)
Purposes and Objectives	260	(1)
Some Reflections	260	(3)
References	263	(6)
appendix 12.1 Standards and Scoring Criteria for Assessment of Assignments Teachers Give	264	(5)
Instructional Leadership, Supervision, and Teacher Development	269	(22)
Training Models	271	(1)
Professional Development Models	272	(2)
Renewal Models	274	(1)
Teacher Development and Types of Teacher Competence	275	(3)
The Nature of Professional Expertise	278	(1)
Reflecting on Supervision	278	(1)
Supervision and Evaluation	279	(9)
Linking Teacher Development to School Effectiveness	288	(1)
Helping Teachers Achieve Goals	289	(1)
Some Reflections	289	(1)
References	290	(1)
Clinical Supervision, Peer Inquiry, and Other Supervisory Practices	291	(19)
Clinical Supervision as an Example	293	(6)
A Shortcut Strategy for Clinical Supervision	299	(2)
The Lesson Study	301	(3)
Peer Supervision	304	(1)
Looking at Student Work	305	(1)
Coaching	306	(1)
Coaches as Roving Leaders	307	(1)
An Evolving Job	308	(1)
References	308	(2)
part five Motivation, Commitment, and Change
Motivation, Commitment, and the Teacher's Workplace	310	(30)
Problems and Contradictions in Policy and Practice	311	(5)
But It Is Not That Simple	316	(4)
Using Motivation Theory and Research to Inform Practice	320	(2)
The Potential of Work Itself as a Motivator	322	(4)
Women as a Special Case	326	(1)
Motivation, Efficacy, and Student Performance	326	(2)
The Power of Beliefs	328	(1)
Some Reflections	329	(1)
References	329	(11)
appendix 15.1 Studying the Climate of Your School	331	(8)
appendix 15.2 Quality of Work Life in Teaching Scoring Form	339	(1)
The Change Process	340	(26)
More than Adoption, More than Implementation	341	(1)
A Systems View of Change	342	(2)
Overcoming Resistance to Change	344	(2)
A Theory of School Improvement	346	(2)
Sustaining Improvement	348	(1)
Leading Improvement and Sustaining Learning	349	(4)
Some Ethical Questions	353	(1)
The Change Facilitating Team	354	(1)
The Meaning of Educational Change	355	(1)
Moral Purpose Is Key	356	(1)
References	356	(10)
appendix 16.1 Change Facilitator Styles Inventory	358	(8)
Index	366