Effective School District Leadership: Transforming Politics into Education
SUNY Press, Feb 16, 1995 - Education - 352 pages
School districts in both Canada and the United States provide the sites for this research. Many of these districts were in the midst of reform or restructuring initiatives and these initiatives became an important context within which to understand the work of district leaders. The authors describe how effective superintendents work with their immediate staffs, elected trustees, and school-based administrators. Each chapter examines the meaning of effective district leadership from different perspectives. Common to almost all of the chapters is an appreciation of the exquisitely “political” nature of the superintendent’s work. Contributors to the volume include Edward A. Holdaway and Anthony Genge; Derek J. Allison, Patricia A. Allison, and Helen A. McHenry; Kenneth Leithwood and Roseanne Steinbach; Frances Wills and Kent Peterson; Joseph Murphy; Richard G. Townsend; Donald Musella; Mark Holmes; Stephen B. Lawton, Joyce Scane, and Shihui Wang; and Kenneth Leithwood.
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Introduction Transforming Politics into Education
How Effective Superintendents Understand Their Own Work
Chiefs and Chairs Working Relationships between Effective CEOs and Board of Education Chairpersons
Prospects for Organizational Learning in Expertly Managed Group Problem Solving
Superintendents Management of StateInitiated Reform A Matter of Interpretation
Restructuring in Kentucky The Changing Role of the Superintendent and the District Office
How a Few Politicians and Managers of Education Find Policy Success and Happiness Part I
Plucking Billiard Balls Out of Thin Air or How a Few Politicians and Managers of Education Hustle Policy Part II
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Allison authorities behavior capital punishment central office CEOs chairs chapter cial culture curriculum decision dents Department of Education department’s directors district leaders educa Educational Administration Educational Administration Quarterly effective superintendents elementary environment evaluation example executive expectations Falmer ﬂexibility focus French immersion funding goals Hallinger identified implementation important improvement plan inﬂuence instructional interactions internal interpretation interviewees involved issues KERA large districts leadership learning Leithwood mandates Maple’s meetings ment mentation metaphor monitoring Murphy Musella norms OISE Ontario organization organizational organizational learning outcomes percent political politicians principals priorities problem solving professional programs progressivism province’s reﬂected reform relationships reported responses restructuring role sample school board school districts school improvement school system secondary staff Steinbach storyline strategies structure superin synecdoche teachers teaching tion tional tive top administrators transactional leadership transformational transformational leadership trustees uncertainty values