James W. Guthrie is a professor of public policy and education, chair of the leadership, policy and organization department, and director of the Peabody Center for Education Policy at Peabody College of Vanderbilt University. He instructs both undergraduate and graduate courses and conducts research on education policy, educator compensation, leadership and school finance. Guthrie is the author of ten books, and more than 200 professional and scholarly articles. He was the editor-in-chief of the Encyclopedia of American Education, published in 2002.
Patrick J. Schuermann is a research assistant professor of educational leadership and public policy and director of technical assistance for the Center for Educator Compensation Reform at the Peabody College of Vanderbilt University. A former middle school teacher and leader, Patrick conducts research on teacher quality and school leadership issues, with an emphasis on professional development and compensation.
Preface | p. vii |
Planning for Change: Understanding Strategic Leadership | p. 1 |
The Evolving Context of Leadership: What Strategic Leadership is and Why it is Needed Now | p. 13 |
Looking Back: A Historical Note | p. 16 |
Evolving Contextual Details | p. 20 |
Strategic Leadership: What it is and Why it is Now Needed | p. 26 |
What a Strategic Leader is Not | p. 29 |
Strategic Leadership in an Organizational Context | p. 33 |
Theoretical Views of Organizations and their Import for a Strategic Leader | p. 34 |
Leadership Theories and Styles | p. 39 |
The Idea of Strategic Leadership | p. 44 |
Combining Appraisal and Action | p. 45 |
Planning Operational Details | p. 51 |
What is Strategic Planning? | p. 52 |
Impact of Politics on Goal Setting and Strategic Planning | p. 55 |
Key Considerations in the Planning Process | p. 58 |
Politics: Policy Knowledge Needed By Strategic Leaders | p. 69 |
Governance | p. 76 |
The Seemingly Seamless Spectrum of Schooling Stakeholders | p. 76 |
Scale and Scope of U.S. Schooling | p. 78 |
Constitutional Underpinnings of Education's Complexity and Diversity | p. 86 |
Informal Centralization | p. 88 |
Structure of States for Governing Education | p. 89 |
General Government and Education | p. 89 |
Politics and Education Policy Issues | p. 99 |
Illustrating How Policy Matters for Education Leaders | p. 100 |
Explaining the Formation of Policy | p. 104 |
Policy, Public Policy, Education Policy, and a Policy System Paradigm | p. 105 |
Cultures of Policy | p. 110 |
Inside the "Modern" Education Reform Policy Paradigm | p. 112 |
Finance | p. 116 |
Providing Strategic Leaders with the Finance Knowledge they Need | p. 118 |
Education Finance Operational Magnitude | p. 119 |
Generating and Distributing State and Federal Education Revenues | p. 122 |
Allocating Resources Productively in and Education Organization | p. 126 |
What is Wrong with this (Financial) Picture? | p. 129 |
Possible Explanations for the Financial Accounting Status QUO | p. 132 |
So What if Things were Different? | p. 133 |
Likely Future Context of Education Finance | p. 134 |
Law | p. 138 |
Conventions, Constitutions, Cases, Courtrooms, and Classrooms | p. 139 |
Protecting (and Sometimes Restricting) Students Rights | p. 151 |
Protecting (and Sometimes Restricting) Employee Rights | p. 157 |
Performance: What a Strategic Leader Needs to Know Regarding Knowing | p. 163 |
Learning | p. 171 |
Importance of Instructional Time | p. 172 |
Significance of Specifying What is to be Learned | p. 176 |
Instructional Program Alignment | p. 177 |
Learning Theories | p. 181 |
Dimensions of Knowledge | p. 184 |
Implication of Brain-Based Learning Theory and Cognitive Science For Learning Environments | p. 186 |
What do we Expect Student to be Able to do with What they Learn? | p. 190 |
How Should Students be Motivated to Learn? | p. 192 |
What is the Role of the Teacher in the Learning Process? | p. 194 |
Cultural Diversity and Instructional Environments | p. 196 |
Programs | p. 201 |
Forces Influencing School Programs in the United States | p. 202 |
Perspectives on Assessing the Quality and Alignment of State standards | p. 213 |
Approaches to Enhancing School Programs | p. 225 |
Intersection of K-12 Programs and Postsecondary Education | p. 225 |
Performance | p. 233 |
Assessing the Performance of Students | p. 234 |
Assessment of Leadership Performance | p. 240 |
Assessing School Performance | p. 246 |
Value-Added Performance Measures | p. 248 |
National and International Assessments of Education Performance | p. 250 |
Data-Based Decision Making | p. 263 |
Strategic Approaches to Decision Making in Education | p. 264 |
Systematic Collection and Use of School Data | p. 267 |
Analyzing Data Integral to School Effectiveness | p. 278 |
Analyzing Data Integral to School Efficiency | p. 288 |
Power: The Application of Strategic Leadership | p. 291 |
Power: Decision Making and Implementation | p. 297 |
Important Definitions and Distinctions | p. 298 |
People | p. 312 |
People and School Success | p. 313 |
Profiling America's Educators | p. 315 |
Compensating America's Educators | p. 317 |
Compensation Reform Possibilities | p. 323 |
Selecting Teachers, Administrators, and Others | p. 332 |
Professional Development | p. 335 |
Teacher Evaluation | p. 338 |
Partnering Schools with parents and Communities | p. 347 |
Theoretical and Empirical Research Considerations | p. 347 |
Strategically Linking Family and Community to Student Performance | p. 352 |
Practical Considerations in Linking Schools to Their Communities | p. 353 |
Collecting Data on Community Involvement | p. 357 |
Developing Strategic Community Partnerships | p. 359 |
Practicing Strategic Leadership | p. 372 |
Shaping One's Leadership Style | p. 373 |
Constructing Professional Philosophies | p. 377 |
Setting Performance Priorities | p. 378 |
Communicating Purposes, Creating Impressions, Confronting Conflict | p. 387 |
Leader Ethics and Consistent Behavior | p. 390 |
Unsung Significance of Predictable Leader Behavior | p. 391 |
Preparing to be a Strategic Education Leader | p. 395 |
Positive Trajectory of Education Leadership as a Profession | p. 396 |
Multiple Challenges of Twenty-First-Century Education Leadership | p. 396 |
The Path of Leadership is Evolving | p. 399 |
Great Demand for Leaders, and New Leaders, in Education | p. 400 |
Leading, Learning, and Implementing Policy: The New Professional Practitioner Paradigm | p. 400 |
Career Preparation Changes Necessitated by Strategic Leadership | p. 401 |
Educational Leader Remuneration | p. 406 |
Paths to Professional Leadership Positions | p. 408 |
Appendix Significant Education Finance Court Decisions | p. 415 |
Glossary | p. 417 |
Index | p. 433 |
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