The principalship : a reflective practice perspective

著者

書誌事項

The principalship : a reflective practice perspective

Thomas J. Sergiovanni

Pearson/Allyn and Bacon, c2006

5th ed

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注記

Includes bibliographical references and index

内容説明・目次

内容説明

/*0205457231,Sergiovanni, The Principalship 5e*/The Principalship focuses on how school leadership is based on 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.

目次

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.

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