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Leadership is not easily defined because it is rooted in human qualities and characteristics. Education is a people-driven profession, yet there is a beauty of balancing technical leadership with adaptive leadership, which is no easy task. There is no “rule book” to leadership; however, this book is to learn about being “unsupervised” and how new age leadership can create stability and enhance professionalism throughout an ever changing educational environment. Unsupervised Leadership is a practical, tangible, entertaining and REAL way of assessing yourself as a leader, while building your confidence, facing your fears, and elevating others around you.
In Comfy Shoes and Keychains, Hruby uses the power of storytelling to provide tips and insightful lessons on confidence, self-care, communication, engagement, burnout and more. Each chapter tells the story of a woman in leadership who faces adversity and learns to overcome. The book offers insight to fears and struggles that are relatable to all leaders. The stories are real and heartfelt and provide valuable tips for resilience and success. From the guilt of a working mom to the need to fight for equity, Hruby inspires leaders while coaching them through each narrative. Hruby inspires women to be successful leaders while empowering them to write their own story. She challenges women to push back against gender bias and inspires them to shatter glass ceilings of opportunity.
Practical guidance for spearheading curriculum development and change This comprehensive guide walks principals through the curriculum development and renewal process with encouragement, hitting the hard issues of doing more with less, integrating technology, creating a culture of improvement, and improving student outcomes. The authors incorporate the Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituent Council (ELCC) standards for principals as they relate to curriculum leadership. Highlights include step-by-step guidance for: Working collaboratively with personnel Integrating state and national standards into school curriculum Maximizing professional development opportunities Connecting curriculum to instruction
For thirty-three years and through three editions, Bass & Stogdill's Handbook of Leadership has been the indispensable bible for every serious student of leadership. Since the third edition came out in 1990, the field of leadership has expanded by an order of magnitude. This completely revised and updated fourth edition reflects the growth and changes in the study of leadership over the past seventeen years, with new chapters on transformational leadership, ethics, presidential leadership, and executive leadership. Throughout the Handbook, the contributions from cognitive social psychology and the social, political, communications, and administrative sciences have been expanded. As in the third edition, Bernard Bass begins with a consideration of the definitions and concepts used, and a brief review of some of the betterknown theories. Professor Bass then focuses on the personal traits, tendencies, attributes, and values of leaders and the knowledge, intellectual competence, and technical skills required for leadership. Next he looks at leaders' socioemotional talents and interpersonal competencies, and the differences in these characteristics in leaders who are imbued with ideologies, especially authoritarianism, Machiavellianism, and self-aggrandizement. A fuller examination of the values, needs, and satisfactions of leaders follows, and singled out for special attention are competitiveness and the preferences for taking risks. In his chapters on personal characteristics, Bass examines the esteem that others generally accord to leaders as a consequence of the leaders' personalities. The many theoretical and research developments about charisma over the past thirty years are crucial and are explored here in depth. Bass has continued to develop his theory of transformational leadership -- the paradigm of the last twenty years -- and he details how it makes possible the inclusion of a much wider range of phenomena than when theory and modeling are limited to reinforcement strategies. He also details the new incarnations of transformational leadership since the last edition. Bass has greatly expanded his consideration of women and racial minorities, both of whom are increasingly taking on leadership roles. A glossary is included to assist specialists in a particular academic discipline who may be unfamiliar with terms used in other fields. Business professors and students, executives in every industry, and politicians at all levels have relied for years on the time-honored guidance and insight afforded by the Handbook.
Educational Leadership in Action provides 24 complex, real-life, accessible cases to provoke and stimulate conversation around practical problems that confront educational leaders today. Written by a diverse group of educators, these cases cover a wide range of topics, including: teacher evaluations, educational reforms, contract negotiations, school safety, cultural differences, undocumented students, and social media. To foster additional meaningful discussion and debate, this resource includes responses to each of the cases, written by a range of experts. The organization and unique approach of Educational Leadership in Action allows for flexible use in courses for aspiring leaders to supplement core readings, reinforce central concepts, exemplify theory, and provide grounded examples to encourage learning. This essential compendium of cases and responses prepares future leaders to frame problems, identify solutions, and develop strategies to meet the multiple challenges and competing demands in rapidly changing education contexts.
Jean Gerson and Gender examines the deployment of gendered rhetoric by the influential late medieval politically active theologian, Jean Gerson (1363-1429), as a means of understanding his reputation for political neutrality, the role played by royal women in the French royal court, and the rise of the European witch hunts.
Henry Venn, secretary of the London-based Church Missionary Society from 1840 to 1872, coined the term euthanasia of a mission to describe the vital process whereby a foreign mission becomes progressively indigenous and independent. His vision of church autonomy was first implemented in Sierra Leone, and the author examines this experiment in detail to uncover the nature of early efforts at constructing an African Christian identity separate from foreign influence and control. Through a detailed analysis of the crises and controversies evoked by African interpretation and appropriation of Venn's vision, the author illustrates the complex interaction of foreign missionary action, indigenous Christian response, and socioeconomic factors in the problematic transition from mission to national church. Venn's ideas had far-reaching influence on the growth of African nationalism, political consciousness, and nation-building. His experiment led to local efforts to merge with the foreign missionary efforts and to an eventual takeover of leadership and mission responsibilities by native Africans. Hanciles chronicles the initial missionary efforts in Sierra Leone, the growth of the mission, the problems that arose, and the emergence of Ethiopianism, a movement which promoted the idea of African nationalism. The book argues that in the West African region, at least, Venn's experiment precipitated some of the most profound ecclesiastical crises of the 19th century and unleashed powerful forces of change that continue to this day. By focusing on the African factor in the intensely problematic transition from mission to national church, this work contributes to the ongoing reappraisal of the significance of African Christianity as a major stream of Christian history.
This volume's essays are an ecumenical ensemble of the best scholars and leading practitioners in the Pentecostal and Charismatic movements from all four corners of the world. The contributors bring together various denominational perspectives and dialogue for understanding the present momentum of these Spirit movements in the world church. Their diverse methodologies transverse the traditional and new approaches to studying these movements. Pointing the way forward, the authors highlight some of the lessons learned in their scholarly engagement with Spirit movements. These lessons offer significant insight and viewpoints for the academy in the historical analysis of these movements. They also serve as a good guide for pastoral discernment and accompaniment for God's people in their daily lives, as well as for social ministries in the world church. This volume addresses questions of salvation and eschatology, health and healing, prosperity and poverty, suffering and death, fear and faith, despair and hope. Other topics include the conflict between charism and institution and the tension between cultic clericalism and the affirmation and use of the gifts and talents of lay members of Christ's faithful in the church.
In 1964 the Secretary of the Navy established a Policy Board and supporting Task Force to attack the problem of Navy/Marine Corps personnel retention. The report is the result of that action, and contains a number of recommendations designed to improve the retention of high quality officer and enlisted personnel. The report cover promotion, attitudes, procedures, skills, manpower characteristics, definitions, and statistical data and analyses. Rear Admiral John M. Alford served as Task Force Director, Navy Personnel Retention Policy Board
Organizational Intelligence and Knowledge Analytics expands the traditional intelligence life cycle to a new framework - Design-Analyze-Automate-Accelerate - and clearly lays out the alignments between knowledge capital and intelligence strategies.