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Communication Competencies Necessary for Effective Educational Leadership as Perceived by Public School Principals

Research-based Instructional Practices of Effective Principals

Extant literature on evidence-based instructional strategies mediated by elementary and secondary school leaders is surprisingly scant. Seeking to fill the gap, the editors of this book have curated the research and craft knowledge of eminent and emergent practitioner scholars who collectively provide a starting place for aspiring and practicing principals. Each author builds on research-based instructional practice in schools and districts in which they have worked, either as principals or as school-university or service-provider partners. They provide examples, action plans, frameworks, lessons learned, and strategies to successfully develop and implement research- based instruction and supporting structures in schools and classrooms. University principal-preparation program planners, public school district leaders, and alternative leadership- preparation providers will find this book eminently useful. Similarly, members of National Association of Elementary School Principals, National Middle School Association, National Association of Secondary School Principals, University Council of Educational Administration Leadership for School Improvement Special Interest Group, Learning and Teaching in Educational Leadership Special Interest Group, and American Education Researchers Association Division A will find relevance to their work.

Seeking to fill the gap, the editors of this book have curated the research and craft knowledge of eminent and emergent practitioner scholars who collectively provide a starting place for aspiring and practicing principals.

Effective Leadership in the Early Years Sector

The ELEYS Study

This publication takes as its background the radical reforms that have taken place in the field of services for children following the passing of the Children Act of 2004 and the subsequent Government white paper, Every Child Matters: Change for children. It argues that the fundamental requirements for leadership for learning in the early years should be provided by considering social contexts, adopting a commitment to collective working and focusing on improving children’s learning outcomes. Effective Leadership in the Early Years Sector is based on the analysis of a wide range of literature on leadership in the early years and is simultaneously grounded in information taken from effective early years settings, as identified in studies funded by the Department for Education and Skills. It identifies a range of ‘categories of effective leadership practice’ in the effective settings that will be valuable in the development of leadership training.

This publication takes as its background the radical reforms to services for children following the passing, in England, of The Children Act of 2004 and subsequent Government white paper, Every Child Matters: Change for Children.

Instructional Leadership and Effective Teaching and Learning

"School leadership has been identified as a key function in assuring quality in education. The instructional leadership model refers to the role and the functions of school leadership to employ different management tasks with regards to teaching and learning. Instructional leadership role includes (a) developing mission and goals, (b) managing the educational production function, (c) promoting an academic learning climate, and (d) developing a supportive work environment. Instructional leaders were described as leading from a combination of both expertise and charisma focused primarily on the improvement of student learning outcomes. The monograph, entitled Instructional Leadership and Effective Teaching and Learning and written by Nazmi Xhomara, is dedicated to school instructional leadership as an important factor that influences teaching and learning at school. In the first chapter, the author presents and analyzes educational leadership vs educational management, as well as models of educational leadership and management. The author argues on the importance of different leadership models, such as managerial leadership, transformational leadership, participative leadership, interpersonal leadership, transactional leadership, postmodern leadership, moral leadership, and contingent leadership. Chapters Two, Three, and Four shed light on instructional leadership and teaching and learning, understanding of instructional leadership, the concept and practice of instructional leadership, instructional school leadership and learning environment, attributes of instructional leaders, instructional excellence, instructional leadership time management, effective teaching and teachers, as well as teaching challenges and learning environment. Meanwhile, the author has analyzed constructivism, student intelligence, understanding of supervision, instructional collegial supervision, supervision approaches, understanding of evaluation of teaching and learning, teacher evaluation, and instructional observing instruments in chapters Five, Six, and Seven. Chapters Eight and Nine are focused especially on the research work of the relationships between instructional leadership and teaching, learning, and students' achievements, as well as on an empirical study designed and conducted in Albania as a case. Chapters Ten and Eleven are dedicated to instructional leadership preparation and the future of instructional leadership As a conclusion, Xhomara indicates that principals are responsible for developing school climates and cultures that support the very best instructional practices. The new era of instructional leadership has predictably placed significant demands for accountability for student success and equity on the principal as well as for the university programs that prepare them. Working in twenty-first-century schools, the instructional leader is held more accountable than ever for student success"--

The monograph, entitled Instructional Leadership and Effective Teaching and Learning and written by Nazmi Xhomara, is dedicated to school instructional leadership as an important factor that influences teaching and learning at school.

Balanced Leadership

How Effective Principals Manage Their Work

Alarmed by mounting evidence of a national shortage of qualified and willing principals, the authors surveyed or interviewed over 200 school principals from across the country to find out why so many are leaving the profession and how those who stay manage their work. They discovered that regardless of a principal's race, gender, school level, geographic region, or tenure, there was a remarkable consistency in the challenges identified and suggestions given for revamping the role of the American principal. Featuring stories shared by practicing principals, this timely volume: offers fresh insights on ways to both attract and retain good principals; shows how successful principals reconcile their expectations and hopes with the realities and disappointments encountered in their work; examines issues common to all principals, such as time management, staff evaluations, keeping the focus on instruction, community expectations, and pursuing a balanced life; presents strategies that principals have used to make their role more effective and more attractive; and provides practical ideas for coping with the present and envisioning the future, including alternative principal models.

Featuring stories shared by practicing principals, this timely volume: offers fresh insights on ways to both attract and retain good principals; shows how successful principals reconcile their expectations and hopes with the realities and ...

Effective Educational Leadership

This book is an essential for providers and students of postgraduate level courses in educational management resource and for leadership development provision for head teacher induction programs, NPQH and LPSH. It is also suitable for short courses and for practitioners occupying or aspiring to leadership roles in schools, colleges and other educational organizations.

I would use this book with graduate students and practitioners seeking to develop a perspective about contemporary educational leadership.

Visionary Leadership in a Turbulent World

Thriving in the New VUCA Context

Art and Practice of Strategic Systems Coaching -- Coaching 21st-Century Leadership -- Strategic Systems Coaching Involves Multiple Concurrent Coaching Processes -- Entry Point of Strategic Systems Coaching -- The Next Cycle of Strategic Systems Coaching -- Coaching Solution #1: A Personal Leadership Quest -- The Inner Place of One-On-One leadership Coaching -- A Red-Zone True Story -- How Is Systems Coaching Different? -- Coaching Solution #2: Co-creating Purpose, Vision, and Values -- Systems Team Coaching: Developing Purpose, Vision, and Strategy -- CEO: Daniel's True Story -- The Process -- Executive Leadership Coaching for Daniel and His Directors -- Executive Team Coaching -- Coaching for Organization-Wide Leaders -- Organizational Systems Feedback -- Measuring Team Effectiveness -- Organizational Shift and Systems Coaching -- Coaching Solution #3: Cross-Organizational Integration -- Cross-Organizational Coaching to Reduce Silos -- Linda's Case Study -- Linda's Cross-Functional Teams and Systems Coaching -- Linda's Outcomes -- Conclusion -- Notes -- References -- About Madeleine van der Steege, MA (Soc. Sc.) -- Index

Visionary Leadership in a Turbulent World: Thriving in the New VUCA Context, is the thoughtful analysis of nine expert authors from around the globe who put VUCA under the microscope and take the reader on a journey that looks at VUCA from ...

Visionary Leadership

Learning to Lead from the Inside Out

Visionary Leadership By: Stephen Mason Can anyone become a Visionary Leader? This question, laid out at the onset of the book, is answered with a resounding “Yes!” throughout its chapters. Stephen R. Mason was inspired to shares his reflections on his long career as an executive in the healthcare industry. Simply put, Mason is motivated by the thought that sharing his journey and the insights he has learned along the way might be of service to others. That journey shows up as a series of refreshingly personal analogies and anecdotes organized around a set of guiding principles called The Success Formula. While leaving plenty of room for individual interpretation, The Success Formula offers time-tested and well-vetted recommendations for making the most ambitious vision a reality. Mason incorporates interesting examples from his own career in healthcare to illustrate how any organization—including those in fields not known for their swift adaptation and market repositioning—can learn to innovate and think beyond the status quo. Once you know that becoming a Visionary Leader is possible, the inevitable follow-up question is: “How?” The author answers this question in the section of the book that precedes The Success Formula: Prepare for the Journey. One of the primary ideas of the book is that visionary leadership comes from within, not from without. A Visionary Leader must be willing to wrestle with his or her thoughts, emotions, and deeply held beliefs to find the confidence to stand up in front of an entire organization and say, “Follow me.” Visionary Leadership: Learning to Lead from the Inside Out explains these concepts in a way that is straightforward in both comprehension and application, without shying away from bigger themes of meaning, purpose, and spirituality. Readers will find this book inspirational and instructional, a roadmap for exploring the path of their own careers.

Readers will find this book inspirational and instructional, a roadmap for exploring the path of their own careers.

The School Principal

Visionary Leadership and Competent Management

Over the past two decades, efforts to improve schools have significantly modified role expectations for principals. Today, school-level administrators are expected to be both visionary leaders and competent managers. Based on the conviction that administration is an amalgam of leadership and management, The School Principal emphasizes the need for practitioners to apply conceptual skills to make "what to do" decisions, to apply technical skills to make "how to do" decisions, and to apply relational skills to engage in democratic decision making. Kowalski frames the book with a discussion of the nature of schools, the roles of principals, and their need to improve schools. The book then provides a balanced treatment of leadership and management, covering issues of personal behavior, instructional leadership, relationship building issues, finances, facilities, personnel management, pupil services, and maintaining safe schools. The text closes with discussion of the vital aspects of practice for contemporary principals, addressing problem solving, collaborative change strategies, and personal commitment to being a principal. Special Features: Vignettes introduce the subject matter in the context of common challenges faced by practitioners. Knowledge-Based Questions and Skill-Based Activities prompt readers to engage with and reflect on the chapter content. The School Principal aligns with the Educational Leadership Consortium Council (ELCC) Standards. Treating principals as concurrently visionary leaders and competent managers, this excellent text addresses the needs of aspiring and practicing principals, providing the tools to build effective and efficient schools.

Kowalski frames the book with a discussion of the nature of schools, the roles of principals, and their need to improve schools.