Executive Leadership for Effective Administration

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Pearson/Allyn and Bacon, 2005 - Education - 347 pages

"All chapters are written brilliantly...the summaries are brief, well-written and concise...the use of cases and vignettes will be very beneficial to students and professors who are interested in studying leadership at a systems level within public educational organizations."
Anthony H. Normore, Florida International University

This book immerses prospective superintendents and other executive administrators in the realities of practice and the specific leadership skills that create effective schools. Research based coverage of the foundations, issues, principles and responsibilities of executive leaders in educational administration and management are presented within the three dimensions of: The Nature of Executive Leadership, Forces That Influence and Shape Executive Leadership, and the Responsibilities of Executive Leaders. This text encourages leaders to think beyond management and consider how to lead and affect school culture, student achievement, and organizational productivity. Case studies and critical incidents as well as ample pedagogical elements encourage readers to take an active, decision-making role. Concepts throughout the text correlate closely to ISLLC standards.


  • This text carefully balances theory and practice so that these concepts are meaningful throughout.
  • Critical leadership topics such as organizational culture, working with governing boards and employee groups, conflict, and politics are emphasized in chapters 3-12.
  • Rather than a strict focus on educational administration, this work centers on executive leadership. Leadership for the attainment of educational goals is given priority and this focus correlates closely to ISLLC standards.
  • Field-tested elements such as case studies, in-basket exercises and other simulations in each chapter tie chapter concepts to actual problems and responsibilities in the field.
  • Learning objectives, chapter vocabulary, chapter summaries, and discussion questions that accompany each chapter provide opportunities for student reflection.

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An Attempt to Define Executive Leadership
The Classical Management Era and Leadership Development

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About the author (2005)

Dr. M. Scott Norton, a former public school teacher, coordinator of curriculum, assistant superintendent, and superintendent of schools, received his Ph.D. in Educational Administration and Supervision from the University of Nebraska, Lincoln, where he later served as a professor in and vice-chair of the same department. He then became a professor and chair of the Department of Educational Administration and Supervision at Arizona State University, where he is currently professor emeritus. He teaches graduate classes in human resources administration, the school superintendency, the school principalship, educational leadership, and competency-based administration.

Dr. Norton is co-author of college textbooks in the areas of human resources administration, the school superintendency, and administrative management and author of a textbook in the area of effective leadership for effective administration. He has published widely in national journals in such areas as teacher retention, organizational climate, teacher workload, the department chair in educational administration, employee assistance programs, selection and recruitment practices, the school principalship, distance education and others.

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