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Principalship, The: A Reflective Practice Perspective, 5/E
Thomas J. Sergiovanni, Trinity University, San Antonio

ISBN-10: 0205457231
ISBN-13: 9780205457236

Publisher: Allyn & Bacon
Copyright: 2006
Format: Cloth; 384 pp
Published: 04/12/2005

This item has been replaced by Principalship, The: A Reflective Practice Perspective, 6/E .

The Principalship focuses on how school leaders can create outstanding schools using reflective practice and moral authority.

This book 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. This edition aims to inform future principals about the decisions they will make about their practice and how those decisions will affect students and teachers. Extensively updated with new emphasis given to diversity as a part of community building, school character as an important ingredient in school effectiveness, new definitions of school effectiveness, and a new view of the process of change.   The book's trademark emphasis on reflective practice is maintained and opportunities for reflection are provided throughout the book.   The link between organizational character and school effectiveness is explored and emphasis is given to how organizational character can be established and maintained.

  • This book continues to emphasize dimensions of current practice that school leaders face such as developing school cultures, the school as a community, the moral dimensions of leadership, and non-linear decision-making in real practice.
  • The book places a strong emphasis on the coverage of diversity and how it is compatible with building community in response to current reality.
  • Brings together social capital, relational trust, and community as a powerful force for change ( Ch. 10 and 16).
  • Instruments, surveys, and case studies are provided throughout the book.
  • Analyzes Breaking Ranks: Changing an American Institution with recommendations for reform. This landmark study of high schools is a key component in the discussion of school reform (Ch. 1).
  • Discusses the following important topics:
    • Standards and assessments in preparing and certifying principals, including a listing of Interstate School Leadership Licensure Consortium for School Leaders Standards used to accredit principal preparation programs and a listing of standards for the preparation of parochial school principals. The author provides a framework for assessment based on local culture (Ch. 2 and Appendices).
    • The concept of lifeworld of schools – how a school's local values, traditions, meanings, and purposes form a school's character and how that character contributes to effectiveness (Ch. 11).
    • How educational expertise and professional development is critical to student achievement ( Ch. 13).
    • Practical strategies are provided for being an effective instructional leader.   Among them are clinical supervision, the lesson study, peer supervision, and in-class coaching ( Ch. 14).
    • The relationship between a teacher's sense of efficacy on motivation and student learning illustrates how principals' actions to empower teachers can lead to student achievement ( Ch. 15).

  • The importance of instructional leadership is expanded by emphasizing the principal's role in helping to plan, provide, and supervise teaching and learning (Ch. 12 and 13).
  • Case studies of effective schools have been included to involve students in decision-making about the topics discussed.
  • The building of communities of practice (Ch.5) and shared leadership (Ch.8) 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.
  • Helping teachers become smarter at what they do remains an important theme of this book.   New to this edition is an emphasis on the development of smart schools where individual intelligences are aggregated.   Smart schools lead to smart students.
  • A "Some Reflections" section is added to nearly all of the book's chapters as a way to involve the reader in reflection, to provide groups of readers with a shared experience that will enrich classroom discussions.
  • A new Instructor's Manual with test questions is available to adopters online by contacting your local representative.

Each chapter concludes with "Some Reflections" and "References."

Preface.

About the Author.

I. THE MORAL DIMENSION.

1. Setting the Stage: Administering as a Moral Craft.

The Heart, Head, and Hand of Leadership.

The Moral Imperative.

Normative Rationality.

The Eight Competencies.

Followership is the Goal.

The Challenge of Leadership.

Building the Character of Your School.

A Commitment to Democratic Values.

Time, Feeling, Focus.

Servant Leadership.

II. TOWARD A NEW THEORY.

2. Views of the Principal's Job.

Ideal Conceptions of the Principalship.

Thick Visions: A Values Approach.

Breaking Ranks.

A Standards-Based Approach.

Parochial Schools.

The Complex Nature of Managerial Work.

No Child Left Behind.

Demands, Constraints, and Choices.

The Changing Role.

Principals' Priorities: Comparing Perceptions.

A Look Ahead.

New Emphasis on Instructional Leadership.

Direct and Indirect Leadership.

Appendix 2.1 New Standards for Advanced Program in Education Leadership.

Appendix 2.2 Profile of an ICEL Graduate.

Appendix 2.3 A Day in the Life of an Urban Elementary Principal.

3. The Limits of Traditional Management Theory.

Mindscapes of Practice.

Reflective Practice: The Paradigm of the Scruffies.

Changing Mindscapes.

The Limits of Traditional Management Theory.

Linear and Nonlinear Conditions.

Tight and Loose Structure.

Ordinary and Extraordinary Commitment and Performance.

4. A New Theory for the Principalship.

Toward a New Theory.

The Alternative.

Controlling Events or Probabilities?

The New Theory and School Organization.

Changing Our Metaphors.

5. The School as a Moral Community.

The Story of Community.

Social Covenants.

A Theory of Community.

The Importance of Relationship.

The Pattern Variables.

Finding the Right Balance.

Bonding and Bridging.

Why is Community Important?

Connections.

Coherence.

Capacity.

Commitment.

Collaboration.

Pathways to Student Learning.

III. PROVIDING LEADERSHIP.

6. The Forces of Leadership and the Culture of Schools.

The Forces of Leadership.

The Dynamic Aspects of School Culture.

School Culture Building.

Successful Schools and Central Zones.

Appendix 6.1 Frances Hedges and Orchard Park Elementary School.

Appendix 6.2 A Primer on School Culture.

7. The Stages of Leadership: A Developmental View.

The Sources of Authority for Leadership.

The Stages of Leadership.

Why Leadership by Binding and Bonding Works.

Leadership Styles Count Too.

Craftsmen Leaders are Critical.

The Archetypes in Review.

Idea-Based Leadership.

8. Becoming a Community of Leaders.

Practical Issues.

Leadership as a Practice.

New Leadership Values for the Principalship.

Distributed Leadership.

Reciprocity is Key.

Constructivist Leadership.

A Community of Leaders.

IV. INSTRUCTIONAL LEADERSHIP.

9. Characteristics of Successful Schools.

Effectiveness and School Success.

Characteristics of Successful Schools.

Academic Press and Community Together.

The Importance of Character.

Reflective Practice.

10. Becoming a Community of Mind.

The Importance of Goals.

Using Educational Platforms.

Purposing is the Linchpin.

The Principles of Learning.

Lists of Five.

Both Discipline and Discretion Are Key.

Providing the Necessary Leadership.

Appendix 10.1 Assumptions About Learning and Knowledge.

11. Making Standards Work.

More than Effective.

The Role of Standards.

The Ends Usually Determine the Means.

How Objective Are Standards?

Local Authority.

Layered Standards as an Alternative.

A Comprehensive Approach.

12. Teaching, Learning, and Community.

Comparing the Theories.

Implications for Supervision.

Research on "Effective Teaching."

Teaching and Basic Skills Score Gains.

Recent Research.

Teaching for Understanding.

The Classroom as Learning Community.

Authentic Learning.

An Integrated View.

Purposes and Objectives.

Appendix 12.1 Standards and Scoring Criteria for Assessment of Assignments Teachers Give.

13. Instructional Leadership, Supervision, and Teacher Development.

Training Models.

Professional Development Models.

Renewal Models.

Teacher Development and Types of Teacher Competence.

The Nature of Professional Expertise.

Reflecting on Supervision.

Supervision and Evaluation.

Purposes.

Substantive Aspects of Professional Development.

Linking Teacher Development to School Effectiveness.

Helping Teachers Achieve Goals.

14. Clinical Supervision, Peer Inquiry, and Other Supervisory Practices.

Clinical Supervision as an Example.

A Shortcut Strategy for Clinical Supervision.

The Lesson Study.

Peer Supervision.

Looking at Student Work.

Coaching.

Coaches as Roving Leaders.

An Evolving Job.

V. MOTIVATION, COMMITMENT AND CHANGE.

15. Motivation, Commitment, and the Teacher's Workplace.

Problems and Contradictions in Policy and Practice.

Using Motivation Theory and Research to Inform Practice.

The Potential of Work Itself as a Motivator.

Women as a Special Case.

Motivation, Efficacy, and Student Performance.

The Power of Beliefs.

Appendix 15.1 Studying the Climate of Your School.

Appendix 15.2 Quality of Work Life in Teaching Scoring Form.

16. The Change Process.

More than Adoption, More than Implementation.

A Systems View of Change.

Overcoming Resistance to Change.

A Theory of School Improvement.

Sustaining Improvement.

Leading Improvement and Sustaining Learning.

Change Facilitator Styles.

Levels of Leadership Behavior.

 Some Ethical Questions.

The Change Facilitating Team.

The Meaning of Educational Change.

Moral Purpose is Key.

Appendix 16.1 Change Facilitator Styles Inventory.

    The Principalship focuses on how school leaders can create outstanding schools using reflective practice and moral authority.

     

    This book 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. This edition aims to inform future principals about the decisions they will make about their practice and how those decisions will affect students and teachers. Extensively updated with new emphasis given to diversity as a part of community building, school character as an important ingredient in school effectiveness, new definitions of school effectiveness, and a new view of the process of change.   The book's trademark emphasis on reflective practice is maintained and opportunities for reflection are provided throughout the book.   The link between organizational character and school effectiveness is explored and emphasis is given to how organizational character can be established and maintained.

  • 0205578586Principalship, The: A Reflective Practice Perspective, 6/E
    Sergiovanni
    © 2009 | Allyn & Bacon | Cloth; 400 pages | Instock
    ISBN-10: 0205578586 | ISBN-13: 9780205578580
    Brief Description | Buy from myPearsonStore

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.

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