This 3rd edition of the award winning Adaptive Schools Sourcebook provides both a theoretical and practical guide for groups and teams to develop and focus their collaborative energies to improve teaching practices and enhance student-learning outcomes. In five sections: Becoming Adaptive, Collaboration Matters, Meetings are Teachers’ Work, Resources for Inquiry, and Conflict, Change and Community, the authors draw on decades of personal experiences in schools and research from multiple disciplines to present powerful tools and useful templates for structuring the work of productive professional communities in schools. Readers will learn ways to develop and sustain the fundamental elements for enhancing social capital in schools: distinguishing between dialogue and discussion, establishing seven norms of collaboration, automating language patterns for inquiry and problem solving, facilitating groups and data teams, engaging in productive conflict, and building community. The book offers links to video clips demonstrating key skills, inventories for assessing groups, instruments for assessing personal skills, and a collection of over 150 meeting strategies and facilitator moves for engaging group members in productive interactions.
The Eighth Edition of "Organizational Behavior in Education" continues to analyze educational leadership in clear and realistic terms while considering how readers can effectively participate in school reform. Readers are challenged throughout the text to develop and act upon a game plan for implementing school reform. Issues arising from the No Child Left Behind Act of 2001 receive major emphasis in this edition. The author continues to examine aspects of organizational behavior such as organizational culture, diversity, leadership, motivation, change, conflict, and decision-making while maintaining high standards of scholarship and a readily accessible writing style. New to this Edition: New Chapter 1, " In Search of a Paradigm, " discusses the major shift that was triggered by the No Child Left Behind Act and its emphasis on scientific research. Major revision of Chapter 2, " Toward a Theory of Practice, " adds discussion of new ideas about educational equality and how these relate to our assumptions about concepts such as the nature of intelligence and multiple intelligences. Chapter 8, " Adaptive Leadership, " explains how adaptive leaders can be effective in times of rapid change, uncertainty, and ambiguity. All research and references have been meticulously updated to provide the most current and useful information to readers. Visit the EdLeadership Supersite for this text at www.ablongman.com/edleadership where you will find important Organizational Behavior and Development links! Related titles: Ethics for Educational Leaders: A Guide for Decision-Makers, 1/e WeldonBeckner ISBN# 0-205-36091-2 Better Policies, Better Schools: Theories and Applications, 1/e Bruce S. Cooper Lance D. Fusarelli E. Vance Randall ISBN# 0-205-32152-6 Administrators Solving the Problems of Practice: Decision-Making Concepts, Cases, and Consequences, 2/e Wayne K. Hoy John C. Tarter ISBN# 0-205-38080-8 Educational Leadership: Changing Schools, Changing Roles, 1/e Judy Reinhartz Don M. Beach ISBN# 0-205-34103-9 Educational Goverance and Administration, 5/e Thomas J. Sergiovanni Paul Kelleher Martha McCarthy Fred Wirt ISBN# 0-205-38086-7
Leadership Capacity for Lasting School Improvement
Following the publication of Building Leadership Capacity in Schools in 1998, Linda Lambert visited educators around the world to see how they had applied the ideas presented in her book to their schools and districts. Though everyone she spoke with agreed on the importance of high leadership capacity, they also had many questions about how best to achieve this goal. Leadership Capacity for Lasting School Improvement is the author's attempt to answer those questions. The book begins by outlining the five major prerequisites for high leadership capacity: * Skillful participation in the work of leadership *Inquiry-based use of data to inform decisions and practice *Broad involvement and collective responsibility for student learning *Reflective practice that leads to innovation *High or steadily improving student achievement In addition to providing a comprehensive overview of steps schools should take to meet these criteria, Lambert quotes at length from her discussions with educators to provide a view of leadership enhancement techniques in practice. She also includes helpful rubrics and surveys that teachers and administrators alike can use to personally assess their leadership skills. Combining the author's own insights with real-life examples and practical exercises, Leadership Capacity for Lasting School Improvement is an indispensable guide to enhancing and sustaining a culture of leadership in any school.
Best Practices of Award Winning Secondary School Principals
This book helps you make sense of the data your school collects, including state student achievement results as well as other qualitative and quantitative data. Easy-to-use templates, tools, and examples are available on the accompanying CD-ROM.
Building on the authors’ celebrated work in cognitive coaching, this important book provides teachers, schools, and policy leaders with the rationale and new direction for enhancing the development of the intellectual capacity of educators, their performance, and their ultimate effects on student learning. The authors focus on assisting teachers in developing awareness in their own ability to make effective judgments based on all their capabilities and experiences. When teachers weave internal expertise and external criteria together into the exquisite tapestry of teaching and learning, they gain confidence in their ability to make a difference for all students. Rather than spending time becoming better inspectors and enforcers, Cognitive Capital calls for skillful leaders to engage educators’ thought processes which promote practices that have high impacts on their students. “The authors have positioned ‘cognitive capital’ at the center of understanding and developing teacher quality and have succeeded brilliantly.” —Michael Fullan, professor emeritus, Ontario Institute for Studies in Education, University of Toronto, author of Professional Capital: Transforming Teaching in Every School “In contrast to the persistent trend of simplifying teaching via reductive evaluation tools, Costa, Garmston, and Zimmerman dive fearlessly into its complexities. Cultivating ‘cognitive capital’ is a refreshing new direction for educators to embrace. The ideas and recommended actions in this fascinating book support a culture of thoughtful innovation which develops mindful and resourceful professionals. The contemporary learners in our classrooms need nothing less.” —Heidi Hayes Jacobs, president, Curriculum Designers, Inc., curriculum21.com Arthur L. Costa is emeritus professor of education at California State University, Sacramento. Robert J. Garmston is emeritus professor of educational administration at California State University, Sacramento. Diane P. Zimmerman is a former superintendent for the Old Adobe Schools in Petaluma, California.