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Leading School Renewal explores how school principal leadership behaviour impacts on school change endeavours, and in particular pedagogic renewal, which is a form of educational improvement that is primarily concerned with the growing of the knowledge, skills and beliefs of education in a manner that optimises students’ life options. The authors identify attributes of principals who have engaged in school renewal and examine the influences on their leadership behaviours and disposition towards renewing their schools while also acknowledging the influence of site-specific contextual variables. The authors propose that certain leadership behaviours exhibited by school principals are integral with renewing a school’s pedagogic focus. They argue renewal is a preferred form of sustainable educational change because it relates to deep-seated cultural changes in approaches to pedagogy, curriculum and school structures. Whilst also maintaining that leadership is at the heart of school improvement and principal leadership practices which are based on a clear sense of purpose, values and beliefs about learning and teaching can transform a school into a learning organisation. Including a foreword by Professor John Hattie, this book is appropriate for all school leaders and educators who want to learn more about school leadership behaviours and highly effective school change.
"What can educational leaders do to create schools that are purposeful, moral, and successful? This book outlines a practical framework to replace dependence on top-down state and federal regulations with locally guided initiatives to address local goals. Building on Glickman's classic, Renewing America's Schools, this resource is for anyone involved with school change in today's complex times"--
As the inaugural issue in the Leadership for School Improvement (LSI) Special Interest Group (SIG) Book Series, this volume serves as a reflection on the foundations of the field of school improvement. Contents include connections between school improvement and the agency of principals, districts, universities, and policy. This volume will be placed in the school improvement literature with examinations of evolution, trends, policies, and future foci in the field of school improvement. This book is rich in research and literature about school improvement, school effectiveness, and school reform policy and implementation and thus holds significance for educational practitioners, scholars, and policy makers at all levels.
Unquestioned educational practices must be re-examined. Now, more than ever, we need to breathe new life into school leadership to bring much-needed hope for renewal into our classrooms and schools. Our humanity’s future rests on the shoulders of our young people who deserve the most effective, empowered collective of teachers possible. Working and learning together with teachers across corridors, departments, and disciplines, school leaders can make this a reality. In this one-of-a-kind exploration into the practice of school leadership, Dr. Carolyn Cameron moves beyond leadership theory or prescriptive “how to be a leader” guidelines. She courageously addresses the gap between knowing and doing, and takes a deep dive into the space of being a school leader dedicated to the work of nurturing the authentic learning of students and their teachers. Cameron draws on her own lived experiences as a teacher, principal, and district principal. She adds to this personal journey the insights of colleagues, scholars, philosophers, and researchers, and takes inspiration from poets, writers, and students. This ground-breaking book weaves all of this together in a way that will cause the reader to think differently about teaching, learning, leading, and perhaps even life itself.
"Once again Goodlad has his finger on the pulse of education. . . .Excellent reading for the professional educator." --Choice Goodlad picks up where he left off in Teachers for Our Nation'sSchools --providing the vision and rationale behind centers ofpedagogy that can bring schools and universities together in aclose, renewing relationship.
This volume shows how school districts can and do make essential contributions to the renewal and enhancement of American education. It expands the conversation on what school districts are, what they do, and how they can enhance the quality of teaching and learning in US schools.
The New York City Department of Education (NYCDOE) set forth the Renewal School initiative as a method of school turnaround that preserves the existing school community; with necessary leadership changes when applicable, and supplied human and operational resources. Educational research has cited that school leadership is the second leading indicator in a school's ability to improve (Louis, Leithwood, Wahlstrom, and Anderson, 2010). Therefore, this study investigated the leadership qualities that yield success in Renewal Schools. The research questions for this study considered the necessary leadership qualities, systems and structures, and professional development required for Renewal School leaders to be successful. The study focused on three questions: 1. What are the leadership qualities that principals and superintendents believe are critical to successfully lead Renewal Schools? 2. How does the systemic and structural organization of the Renewal School model in the New York City Department of Education facilitate principal success? 3. What model(s) of professional development is (are) most effective in nurturing Renewal School leaders towards success? This study identified several key findings, including Renewal School principals need to be strong organizational managers who are resilient and emotionally intelligent. Furthermore, Renewal School leaders require supportive systems and structures that enable effective communication across the organization and streamlined accountability and data constructs for all leaders. Lastly, the study found that Renewal School leaders need professional development that is anchored in instructional leadership, adult learning that facilitates turnaround as unique genre of leadership, and professional learning that teaches how to effectively evaluate leadership and pedagogy.
NEW IN PAPERPBACK An excellent 'how-to-do-it book' for educators in schools and school districts who are involved in or about to begin major school-based reforms. ?Thomas W. Payzant, superintAndent of schools, San Diego, California Renewing America's Schools raises the most fundamental questions about the purpose of public education, the role of schools, and the needed school-based application to fulfill the promise of education in a democratic society. This is a book that shows teachers, principals, students, parents, central office personnel, school boards, and community members exactly what they need to do to create schools that are purposeful, moral, and successful places. A down-to-earth and provocative look at the school reform movement, Renewing America's Schools keeps the focus of renewal squarely on teaching and learning concerns. It is an invaluable resource for anyone involved with school change. Contents 1. Introduction: Recapturing the Essence of Schools Part One: A Framework for Renewing Schools 2. The Covenant: Establishing Common Principles of Teaching and Learning 3. The Charter: Understanding How Decisions Are Made 4. The Critical Study Process: Making the Most of Important Information Part Two: The Work of School Renewal 5. Educational Tasks and Organizational Readiness 6. Becoming an Educative Community 7. Dealing with Tough Questions of Practice 8. Supporting School Renewal: The District's Role 9. Common Dilemmas of Good Schools 10. Conclusion: Staying the Course Carl D. Glickman is professor of educational leadership and executive director of the Program for School Improvement at the University of Georgia.
Harold Kwalwasser has put together a call to action for education reform that makes a clear case for what has to be done in order to educate all children to their full potential. He visited forty high-performing and transforming school districts, charters, parochial, and private schools to understand why they have succeeded where others have failed. The analysis in Renewal: Remaking America's Schools for the Twenty-First Century brings together all of the necessary changes in one dynamic strategy. Many schools, even though facing seemingly impossible odds, have succeeded brilliantly. But their histories also reflect that there are neither silver bullets or demons. The heart of successful reform is systemic change, which requires the patience, understanding, and commitment of every adult who has a role in the process, from parents and taxpayers, to the school board members, superintendents, and teachers, and on to state legislators and members of Congress. Renewal offers a clear picture of how to move away from the mass-production style of education that most schools offered throughout the twentieth century to a new, more innovative, and flexible model that can meet this country's promise of truly educating every child and preparing each of them for the challenges ahead.
This work looks at managing school system change. It covers such topics as: challenges to leading and managing school and school system change; key roles and competencies for administrators; stakeholder theory analysis; understanding school culture change; and more.