Download Free Preparing For Educational Leadership Book in PDF and EPUB Free Download. You can read online Preparing For Educational Leadership and write the review.

A guide for educational leadership students in preparing for State licensure examinations. This book provides actual cases and problems that building and central office administrators face in everyday life. Each performance task includes a solution to the problem along with a rationale to assist the future leader in understanding how to deal with the task.
Sponsored by the University Council of Educational Administration (UCEA), the British Educational Leadership, Management, and Administration Society (BELMAS), and the Commonwealth Council for Educational Administration and Management (CCEAM), this is the first book to provide a comprehensive and comparative review of what is known about the preparation and development of primary and secondary school leaders across the globe. It describes current issues and debates and offers an assessment of where the field of leadership development is headed. Key features include the following: Global Focus: this book provides the first comprehensive look at leadership preparation and development across the globe. The chapter authors are distinguished scholars, drawn from the US, UK, Europe, Asia, Canada, Australia/New Zealand, and Africa. Topical & Geographical Focus: provides researchers and policymakers with critical descriptions and assessments of both topical and geographical areas. International Expertise: chapter contributors are drawn from a variety of theoretical perspectives and represent all major continents.
Providing models of exemplary use and the latest research, Educational Leadership and Technology reveals the transformational power of emerging technologies to improve student learning, and explores how leaders can bring about this technology integration. This book provides an overview of roles and strategies expected of effective school leaders, as well as some of the complex issues they face. Authors Garland and Tadeja offer a critical analysis of today's emerging technology, while also addressing the need for collaborative efforts of parents, community, and students to implement technologies effectively. Special Features Include: Full integration of National Technology Standards for Administrators (NETS.A) and the National Education Technology Plan (NETP). Leader reflections from practicing school administrators that provide context of real-world scenarios. "Tips for School Leaders" and end-of-chapter questions that encourage student engagement with the text. "School Administrator's Technology Leadership Self-Assessment," a unique and impartial survey in each chapter with self-scoring guide that helps readers determine their technology use and readiness for implementation. A robust companion website with PowerPoint Slides, strategies, and links to website and video resources which will reflect changes in technology, policy, and practice. Discussion of the newest and emerging technologies, including Cloudware, social media, virtual manipulatives, and e-games. Educational Leadership and Technology is an important resource for new and aspiring elementary, middle, and high school principals as well as superintendents and technology coordinators.
With dwindling funds and resources, tougher state and federal standards, and fatigue from more regulations and testing, many school administrators are giving up _or 'crashing' and leaving their posts. This book examines the process of preparing, encouraging, and retaining quality leaders at the school and district levels. Beginning with a chapter outlining six steps of critical organizational supports, subsequent chapters address factors in preparing administrator candidates effectively; improving novice teacher retention through principal support and mentoring; utilizing more fully mid-career teachers who come to schools having worked outside of education; the role of isolation in new principals' sense of efficacy; research findings about assistant superintendents about job satisfaction, efficacy, and ambitions for promotion; and finally, contemporary leadership challenges existing at the superintendent level. Concluding with thoughts about administrator accountability, the various chapters offer contemporary views on the preparation, utilization, and retention of school administrators throughout the life cycle. The chapters provide needed insight into what should and must be done to grow the best leaders for US schools.
This is the first volume in the re-imagined series Research and Theory in Educational Administration. The volume includes a variety of perspectives written by university professors in the field of educational administration, which moves our thinking beyond the traditional scope of organizational theory and institutional analysis. It is this combination of theory, of new directions in leadership preparation and new narratives of participation that we hope will contribute to a more engaging volume for its readers—graduate students, researchers, and practitioners. The volume will provide evidence of and explanation for changing patterns of institution production explored through academic and epistemic drift. It also provides a deeper understanding of how state regulation is related to the school administrator pipeline or pathways. The concepts explained and illustrated in the volume hopes to provide a better framework for understanding how administrator preparation is unfolding across the U.S. and internationally, as well as the direction of the field of educational administration in the future.
The quality and success of schools depend upon school leadership. Increasingly, in many countries worldwide, this belief has led to designing and implementing appropriate training and development programs for educational leaders. In an international comparative research project, current school leader training and development programs in fifteen countries across Europe, Asia, Australia, and North America are analyzed, compared, and discussed. Preparing School Leaders for the 21st Century provides insights and constructive ideas, for those planning and carrying out school leadership development in different countries and those conducting research in this field. * Part one in the book reflects on roles, tasks, competences, and conceptions of school leadership, exploring the changing context in which school leaders find themselves, focusing on the new demands on the school leaders and suitable leadership theories. * Part two provides a comparative discussion of the various leadership development models, identifying similarities and differences, based on a set of criteria selected and going beyond a mere juxtaposition. In describing common issues and challenges, it also looks for common solutions, and considers what the different countries might be able to learn from each other, and successfully transfer. * Part three identifies current international trends deduced from these programs. Nineteen recommendations for designing future programs are outlined, and instructive examples of best and promising practice are given. * Part four comprises well structured country reports, which provide information about the education system and school system of those countries, about recent changes and their impact on school leadership, about the overall school leader training and development approach.
This book explores the efficacy of innovative and interdisciplinary approaches to educational leadership preparation implemented at universities across the United States that serve K-12 populations in urban, rural, and suburban contexts.
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.