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Leadership in America's Best Urban Schools describes and demystifies the qualities that successful leaders rely on to make a difference at all levels in urban schools.
Leadership in America's Best Urban Schools describes and demystifies the qualities that successful leaders rely on to make a difference at all levels in urban schools.
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Joseph F. Johnson, Jr. is Dean of the College of Education, Executive Director of the National Center for Urban School Transformation, and the QUALCOMM Professor of Urban Education at San Diego State University, USA.
Cynthia L. Uline is Professor Emeritus of Educational Leadership and Director of the National Center for the 21st Century Schoolhouseat San Diego State University, USA.
Lynne G. Perez is Deputy Director of the National Center for Urban School Transformation at San Diego State University, USA.
Inhaltsangabe
Contents Acknowledgements Meet the Authors Preface Part One: Schools that Achieve Outstanding Results for All Students Chapter 1: Excellent and Equitable Learning Results Evidence of Excellence and Equity Leadership for Excellence and Equity Summary What It Is & What It Isn't: Excellent and Equitable Learning Result School Self-Assessment Tool: Is Your School Achieving Excellence and Equity? Chapter 2: Positive Transformational Culture Positive Transformational Culture as the Foundation The Power of a Coherent Educational Improvement System to Create and Sustain Summary What It Is & What It Isn't: Positive Transformational Culture School Self-Assessment Tool: Does Your School Have a Positive Transformational Culture? Chapter 3: Access to Challenging Curricula for All Students Focus on Deep Understanding Writing to Promote Understanding Access to Art, Music, Physical Education and Other Non-Tested Subjects Rigor for All Students The Power of a Coherent Educational Improvement System to Ensure Curricular Rigor Summary School Self-Assessment Tool: Does Your School Provide Access to Challenging Curricula for All Students? Chapter 4: Effective Instruction that Results in Engagement and Mastery Common Practices Making students feel valued and capable Leading students to love learning The Power of a Coherent Educational Improvement System to Ensure Effective Summary What It Is & What It Isn't: Effective Instruction that Results in Engagement and Mastery School Self-Assessment Tool: Does Your School Provide Effective Instruction that Results in Engagement and Mastery? Part Two: Leadership that Promotes Outstanding Results for All Students Chapter 5: Leadership that Influences the Desire to Change Framing a Reason for Change that Resonates Specifying Who Will Benefit from the Change Basing Every Decision on the Fundamental Reason for Change Summary What It Is & What It Isn't: Leadership that Influences the Desire to Change School Self-Assessment Tool: Does Your School Leadership Positively Influence the Desire to Change? Chapter 6: Leadership that Influences Belief in the Capacity to Improve and Succeed Modeling Belief that All Students Will Improve and Succeed Finding and Celebrating Evidence that Cultivates Belief Confronting Disbelief Summary What It Is & What It Isn't: Leadership that Influences Belief in the Capacity to Improve School Self-Assessment Tool: Does Your School Leadership Positively Chapter 7: Leadership that Influences Clarity about Roles and Responsibilities Clear, Consistent, and Regular Communication of Expectations Prioritizing and De-prioritizing Roles and Responsibilities Promoting Inquiry and Flexibility Summary What It Is & What It Isn't: Leadership that Influences Clarity about Roles and Responsibilities School Self-Assessment Tool: Does Your School Leadership Influence Clarity about Roles and Responsibilities? Chapter 8: Leadership that Builds Capacity to Succeed Identifying and Responding to the Reasons for the Lack of Effectiveness in Assuming Essential Roles and Responsibilities Distributing Leadership to Build Capacity Providing Enough Support to Reduce Fear and Magnify Enthusiasm Integrating Collaboration, Professional Development, Observation and Feedback Summary What It Is & What It Isn't: Leadership that Builds Capacity to Succeed School Self-Assessment Tool: Does Your School Leadership Build Capacity to Succeed? Epilogue Equity and Excellence are Attainable The Pursuit of Excellence and Equity is Difficult Implications for School Leader Preparation Implications for School Districts
Contents Acknowledgements Meet the Authors Preface Part One: Schools that Achieve Outstanding Results for All Students Chapter 1: Excellent and Equitable Learning Results Evidence of Excellence and Equity Leadership for Excellence and Equity Summary What It Is & What It Isn't: Excellent and Equitable Learning Result School Self-Assessment Tool: Is Your School Achieving Excellence and Equity? Chapter 2: Positive Transformational Culture Positive Transformational Culture as the Foundation The Power of a Coherent Educational Improvement System to Create and Sustain Summary What It Is & What It Isn't: Positive Transformational Culture School Self-Assessment Tool: Does Your School Have a Positive Transformational Culture? Chapter 3: Access to Challenging Curricula for All Students Focus on Deep Understanding Writing to Promote Understanding Access to Art, Music, Physical Education and Other Non-Tested Subjects Rigor for All Students The Power of a Coherent Educational Improvement System to Ensure Curricular Rigor Summary School Self-Assessment Tool: Does Your School Provide Access to Challenging Curricula for All Students? Chapter 4: Effective Instruction that Results in Engagement and Mastery Common Practices Making students feel valued and capable Leading students to love learning The Power of a Coherent Educational Improvement System to Ensure Effective Summary What It Is & What It Isn't: Effective Instruction that Results in Engagement and Mastery School Self-Assessment Tool: Does Your School Provide Effective Instruction that Results in Engagement and Mastery? Part Two: Leadership that Promotes Outstanding Results for All Students Chapter 5: Leadership that Influences the Desire to Change Framing a Reason for Change that Resonates Specifying Who Will Benefit from the Change Basing Every Decision on the Fundamental Reason for Change Summary What It Is & What It Isn't: Leadership that Influences the Desire to Change School Self-Assessment Tool: Does Your School Leadership Positively Influence the Desire to Change? Chapter 6: Leadership that Influences Belief in the Capacity to Improve and Succeed Modeling Belief that All Students Will Improve and Succeed Finding and Celebrating Evidence that Cultivates Belief Confronting Disbelief Summary What It Is & What It Isn't: Leadership that Influences Belief in the Capacity to Improve School Self-Assessment Tool: Does Your School Leadership Positively Chapter 7: Leadership that Influences Clarity about Roles and Responsibilities Clear, Consistent, and Regular Communication of Expectations Prioritizing and De-prioritizing Roles and Responsibilities Promoting Inquiry and Flexibility Summary What It Is & What It Isn't: Leadership that Influences Clarity about Roles and Responsibilities School Self-Assessment Tool: Does Your School Leadership Influence Clarity about Roles and Responsibilities? Chapter 8: Leadership that Builds Capacity to Succeed Identifying and Responding to the Reasons for the Lack of Effectiveness in Assuming Essential Roles and Responsibilities Distributing Leadership to Build Capacity Providing Enough Support to Reduce Fear and Magnify Enthusiasm Integrating Collaboration, Professional Development, Observation and Feedback Summary What It Is & What It Isn't: Leadership that Builds Capacity to Succeed School Self-Assessment Tool: Does Your School Leadership Build Capacity to Succeed? Epilogue Equity and Excellence are Attainable The Pursuit of Excellence and Equity is Difficult Implications for School Leader Preparation Implications for School Districts
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