Summary
Contents
Subject index
Jump start your roles as “learning leader” and “lead learner!” Designed for leaders to learn and lead within the “middle space” between the seemingly opposing dynamics of district expectations and practitioner experience, this book advances the concept of the school as a learning organization. This innovative perspective guides leaders through an intentional, deliberate learning process to develop intelligent, responsive leadership practice. Using stories, strategies, and tools, the authors • Explain the power of “purposeful practice” as a methodology for getting better • Show how to build the requisite capacities to lead effectively via “influence” • Describe how to turn adaptive challenges into leadership inquiries for growth “This important work demonstrates and reinforces the idea that continuous improvement can only come from deep, intentional, focused, and hard work on the part of everyone within an organization. While the examples are rooted within schools and school districts, this work is applicable to any organization that seeks meaningful and specific improvement in their results. This is a must-read for leaders!” —Lynn Macan University at Albany – SUNY, Albany, NY
Intelligent, Responsive Leadership Practice
Intelligent, Responsive Leadership Practice
We have discussed the tension that many principals feel as they mediate between the expectations of teachers in classrooms and the expectations that are coming from the district. And we have outlined a vision of the intelligent, responsive school. Intelligent, responsive schools, however, require intelligent, responsive leadership. In this chapter we will describe what intelligent, responsive leadership practice entails. In subsequent chapters we will describe how to get there—specifically, how to build the necessary skill set to engage in intelligent, responsive leadership in order to exert a positive influence on school improvement.
An Image to Hold in Mind
Let’s return to the story of the principal that we began in Chapter 1. When this new principal arrived at ...
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