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Leading Holistically explores systems thinking in educational leadership—a comprehensive framework that enables leaders to improve their practice by taking a holistic perspective, instead of relying on a one-size-fits-all solution to discrete aspects of their organization. Aiming to expand the existing literature on systems thinking in educational leadership and policy, renowned educational leadership scholars come together in this valuable book to examine systems thinking at the school, district, and state/national levels, providing strategies to guide educators toward success. This important book unpacks the complexity and nuances of systems thinking in educational leadership and policy, helping educators face the growing complexity, change, and diversity in education to realize the promise of improvement for all those connected to and involved in the important endeavor of education.
This book emphasizes that leadership is a task, one that has left evolutionary – and thereby enduring – traces in us. From this perspective the author develops the key elements of successful leadership. The reader is taken on an exciting journey through time and is granted a clear overview of the topic. Clear recommendations are given for application into practice, leadership diagnostics and development. The book gives numerous examples and is a valuable basis to support everyday hands-on leadership. „Without question a fascinating reading. Alznauer provides an unusual approach, which promotes exciting ideas on the topic of leadership. Content: Excellent.“ (Book of the week Hamburger Abendblatt) „The book allows unusual approaches to the topic of leadership. It is an exciting reading both for leaders and their staff.“ (Controller News) „All in all Alznauer provides an interesting contribution to demystify the notion of leadership.“(Swiss magazine Cash) „The book provides an unusual amount of suggestions and a valuable basis for constructive leadership work. “ (Niedersächsische Rundschau) „Michael Alznauer turns the core of successful leadership upside down. His theories could trigger a revolution in the executive suites.“ (Magazine Nobilis).
This book suggests that the solution to the current leadership crisis lies in leaders' self-cultivation process, emanating from their deepest values and culminating in their contribution to the common good. Traditional approaches to leadership rarely provide any permeating or systematic framework to garner a sense of higher purpose or nurture deeper moral and spiritual dimensions of leaders. Learning to be an effective leader requires a level of personal transformation on the continuum of self, spirit, and service. Synthesizing the best of contemporary approaches to leadership in a holistic manner, this book presents a unique model of leadership that is built on the sound principles of Self-Motivation, Personal Mastery, Creativity and Flow, Emotional Intelligence, Optimal Performance, Appreciative Inquiry, Authentic Leadership, Transformational Leadership, Positive Psychology, Moral Philosophy, and Wisdom Traditions of the world. This broad interdisciplinary approach is well-suited to effectively address the multifaceted issues faced by contemporary organizations and leaders. It will be of great interest to graduate business and organizational leadership students and faculty as well as corporate leaders.
In 1987, Jacqueline Danzberger described school boards as the forgotten players. However, things have changed drastically for school boards over the past few years. No longer are school boards the forgotten players in school governance. Instead, school boards often find themselves in the center of controversies stemming from the intrusion of political partisanship into local governance structures which historically, and for the purposes of sustained democratic educational governance, were intentionally intended to be non-partisan elected boards. However, this is where many school boards find themselves today. The chapters in this volume address several key questions school board members are currently facing as they struggle to protect some of our country’s earliest guardrails of democracy; local control of schools. To be sure, school boards are no longer the forgotten players. Implications of this may be wide reaching and therefore deserve room in the current literature on educational governance. Volume II of the Research on the Superintendency series highlights recent research on school boards, local control, governance, and the superintendency. Each chapter is briefly described and the chapters are in a particular order that readers may wish to pay attention to as they enjoy the book. The first three chapters deal with local control in both rural and urban settings. The next two chapters are studies focused mainly on school boards and how their roles have shifted over the years followed by a chapter on the relationship between school boards and their superintendents within a regulatory environment and the level of stress it can bring to board members and superintendents. The final five chapters describe recent superintendent research that is closely linked to school governance or school board policies. We ask readers to juxtapose lessons learned in those five chapters to the role of school boards within the context of those chapters.
The existing literature on instructional leadership mainly examines the components, procedures, and mechanisms of instructional leadership and its influence on school performance and student academic results. The application of instructional leadership is insufficiently discussed. Moreover, despite longstanding efforts to campaign for instructional leadership’s prioritization, several studies have shown that the time devoted by principals to instructional leadership activities is inadequate. These disappointing statistics make the research on instructional leadership application most necessary. Why do principals find it difficult to put instructional leadership into action? What can help them overcome the challenges involved in applying instructional leadership? What functions of instructional leadership do school leaders tend to sidestep? New Explorations for Instructional Leaders: How Principals Can Promote Teaching and Learning Effectively answers these questions and addresses the need for additional research-informed literature on instructional leadership application. The findings of Haim Shaked’s studies, conducted over the past five years among principals working in the Israeli school system, are presented in this book in a way that can be used by researchers, policymakers, school leaders, and educators in different countries.
School leaders are busy, overwhelmed, and may not always be cognizant of the latest cutting-edge theories and practices in the field of instructional improvement. Drawing from research, Creating a Culture of Excellence is a resource that serves as a guide to the best practices in teaching, curriculum, professional development, supervision, and evaluation. Attending to these five processes, utilizing best practices in the field of research and practice, will ensure high-quality instruction in any school. This book is replete with engaging learning activities and vignettes to reinforce ideas and concepts.
The role of theological institutions in Christian mission is likened to the crucible that shapes the hearts and minds of those leading the charge to reconcile the world to God. Nevertheless, it is also the weakest link in the chain of Christian ministry, and efforts to sustain the unique contribution of institutions have been enigmatic. So why should we be concerned about theological institutions? What if there were no theologians, missiologists, trained pastors, or missionaries in Christian ministry? What if there were no theological institutions? What if the existing theological institutions collapsed, shut down for lack of resources? How effective would the witness of the Christian church be without theological institutions in a world in need of God? Over the centuries, various models for supporting theological training have been tried in institutions, but very few of these have been successful. Time, cost, and quality of education (among others) have been the driving forces behind the changing models, and yet financial sustainability has been elusive. Only informed leadership that draws insights from historical, biblical, and practical wisdom is necessary in achieving this goal. This book is your faithful companion in the quest to achieve financial sustainability in theological institutions.
This book describes and analyses the organisation, functions and development of national educational authorities and agencies and the influence they have on local schools in 20 countries around the world. It examines the governing chain in the respective countries from both a theoretical and descriptive perspective. It does so against the background of the stability and rigour of the governing chains having been challenged, with some researchers considering the chain to be broken. However, the view that comes to the fore in this book is that the chain is still present and contains both vertical implementation structures and intervening spaces for policy interpretation. How schools become successful is important for the individual students as well as the local community and the national state. A vast quantity of research has looked at what happens in schools and classrooms. At the same time, national governance and politics as well as local prerequisites are known to exert influence on schools and their results to a high degree. Societal priorities, problems and traditions provide variety in how governance is executed. This book provides an international overview of the similarities and differences between educational agencies and how their work influences schools.
The church council exists to create and supervise the strategic plan for your local congregation fulfills its mission of making disciples of Jesus Christ. This twofold function includes both leadership and management. This Guideline is designed to help equip you and your ministry team to navigate these two functions. This is one of the twenty-six Guidelines that cover church leadership areas including Pastor-Parish Relations and Small Membership Church, the administrative areas of Finance and Trustees, and ministry areas focused on nurture, outreach, and witness including Worship, Evangelism, S.
The Guidelines booklets, one for each ministry area, are tools that enable you to help get new lay leaders off to a good start. Each booklet includes the basic ""job description"" for the leader as well as practical ""how-to"" information important to implementing ministry effectively. Brief and to the point for the busy, but spirit-led leader, these Guidelines take some of the unknown out of leading these ministry areas. One booklet for each title makes up this set of 26 Guidelines, perfect for making them available to all church members. The twenty-six Guidelines, one for each ministry are.