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Sponsored by the University Council of Educational Administration, this comprehensive handbook is the definitive work on leadership education in the United States. An in-depth portrait of what constitutes research on leadership development, this handbook provides a plan for strengthening the research-based education of school leaders in order to impact leadership’s influence on student engagement and learning. Although research-oriented, the content is written in a style that makes it appropriate for any of the following audiences: university professors and researchers, professional development providers, practicing administrators, and policy makers who work in the accreditation and licensure arenas.
With practical tools and strategies, this book assists readers in identifying their own thinking styles and shows how to overcome roadblocks to good judgment.
With a foreword by Thomas Sergiovanni, this book exposes the myths about school leadership which impede educational improvement. It also profiles 8 successful schools at which student achievement has flourished after collaboration was introduced.
The principal's value system should guide every decision that is made in the school. This book shows that the ways in which school leaders influence student achievement are guided by their philosophical and cultural beliefs and their value systems.
Presents the fundamental concepts and theories of organizational behavior and processes of leadership and their applications to the problems of educational leadership practice.
This book makes a distinction between the "principal" - the man or woman who occupies the position - and the "principalship", the entire leadership function which, although overseen and coordinated by the principal, also includes activities of assistant principals, teachers, counselors, and others. It explains and applies the 21 domains recommended by the National Policy Board and demonstrates how they relate to the ISLLC standards.
This book provides information about best practices in guidance and counseling. It provides examples of innovative programs which meet students' personal needs, such as school-wide discipline programs, peer mediation, student activities. etc.
Authoritative and practical, this book is co-authored by Neil Shipman, former ISLLC Director. It provides kknowledge and tools to help principals-in-training and practitioners apply the ISLLC and ELCC standards in their schools. Each chapter contains a research-based discussion and practical applications of the standard, along with suggested activities, assignments, and case studies.