Leadership in America's Best Urban Schools

Leadership in America's Best Urban Schools describes and demystifies the qualities that successful leaders rely on to make a difference at all levels in urban schools.

Zusatztext "We have known for many years that leadership matters, and in this important new book we learn what school leaders do to make a difference for all children in urban schools. For educators, policymakers, and parents looking for ways to improve schools, this book will be an invaluable resource."-Pedro A. Noguera, PhD, Distinguished Professor of Education, Graduate School of Education & Information Studies, UCLA Informationen zum Autor Joseph F. Johnson, Jr. is Dean of the College of Education, Executive Director of the National Center for Urban School Transformation, and the QUALCOMM Professor of Urban Education at San Diego State University, USA. Cynthia L. Uline is Professor Emeritus of Educational Leadership and Director of the National Center for the 21st Century Schoolhouse at San Diego State University, USA. Lynne G. Perez is Deputy Director of the National Center for Urban School Transformation at San Diego State University, USA. Klappentext Leadership in America's Best Urban Schools describes and demystifies the qualities that successful leaders rely on to make a difference at all levels in urban schools. Zusammenfassung Leadership in America's Best Urban Schools describes and demystifies the qualities that successful leaders rely on to make a difference at all levels in urban schools. Inhaltsverzeichnis Contents Acknowledgements Meet the Authors Preface Part One: Schools that Achieve Outstanding Results for All Students Chapter 1: Excellent and Equitable Learning Results Evidence of Excellence and Equity Leadership for Excellence and Equity Summary What It Is & What It Isn't: Excellent and Equitable Learning Result School Self-Assessment Tool: Is Your School Achieving Excellence and Equity? Chapter 2: Positive Transformational Culture Positive Transformational Culture as the Foundation The Power of a Coherent Educational Improvement System to Create and Sustain Summary What It Is & What It Isn't: Positive Transformational Culture School Self-Assessment Tool: Does Your School Have a Positive Transformational Culture? Chapter 3: Access to Challenging Curricula for All Students Focus on Deep Understanding Writing to Promote Understanding Access to Art, Music, Physical Education and Other Non-Tested Subjects Rigor for All Students The Power of a Coherent Educational Improvement System to Ensure Curricular Rigor Summary School Self-Assessment Tool: Does Your School Provide Access to Challenging Curricula for All Students? Chapter 4: Effective Instruction that Results in Engagement and Mastery Common Practices Making students feel valued and capable Leading students to love learning The Power of a Coherent Educational Improvement System to Ensure Effective Summary What It Is & What It Isn't: Effective Instruction that Results in Engagement and Mastery School Self-Assessment Tool: Does Your School Provide Effective Instruction that Results in Engagement and Mastery? Part Two: Leadership that Promotes Outstanding Results for All Students Chapter 5: Leadership that Influences the Desire to Change Framing a Reason for Change that Resonates Specifying Who Will Benefit from the Change Basing Every Decision on the Fundamental Reason for Change Summary What It Is & What It Isn't: Leadership that Influences the Desire to Change School Self-Assessment Tool: Does Your School Leadership Positively Influence the Desire to Change? Chapter 6: Leadership that Influences Belief in the Capacity to Improve and Succeed Modeling Belief that All Students Will Improve and Succeed Finding and Celebrating Evidence that Cultiva...

Autorentext

Joseph F. Johnson, Jr. is Dean of the College of Education, Executive Director of the National Center for Urban School Transformation, and the QUALCOMM Professor of Urban Education at San Diego State University, USA.

Cynthia L. Uline is Professor Emeritus of Educational Leadership and Director of the National Center for the 21st Century Schoolhouse **at San Diego State University, USA.

Lynne G. Perez is Deputy Director of the National Center for Urban School Transformation at San Diego State University, USA.

Klappentext

Leadership in America's Best Urban Schools describes and demystifies the qualities that successful leaders rely on to make a difference at all levels in urban schools.

Zusammenfassung
Leadership in America's Best Urban Schools describes and demystifies the qualities that successful leaders rely on to make a difference at all levels in urban schools.

Inhalt

Contents

Acknowledgements

Meet the Authors

Preface

Part One: Schools that Achieve Outstanding Results for All Students

Chapter 1: Excellent and Equitable Learning Results

Evidence of Excellence and Equity

Leadership for Excellence and Equity

Summary

What It Is & What It Isn't: Excellent and Equitable Learning Result

School Self-Assessment Tool: Is Your School Achieving Excellence and Equity?

Chapter 2: Positive Transformational Culture

Positive Transformational Culture as the Foundation

The Power of a Coherent Educational Improvement System to Create and Sustain

Summary

What It Is & What It Isn't: Positive Transformational Culture

School Self-Assessment Tool: Does Your School Have a Positive Transformational Culture?

Chapter 3: Access to Challenging Curricula for All Students

Focus on Deep Understanding

Writing to Promote Understanding

Access to Art, Music, Physical Education and Other Non-Tested Subjects

Rigor for All Students

The Power of a Coherent Educational Improvement System to Ensure Curricular Rigor

Summary

School Self-Assessment Tool: Does Your School Provide Access to Challenging Curricula for All Students?

Chapter 4: Effective Instruction that Results in Engagement and Mastery

Common Practices

Making students feel valued and capable

Leading students to love learning

The Power of a Coherent Educational Improvement System to Ensure Effective

Summary

What It Is & What It Isn't: Effective Instruction that Results in Engagement and Mastery

School Self-Assessment Tool: Does Your School Provide Effective Instruction that Results in Engagement and Mastery?

Part Two: Leadership that Promotes Outstanding Results for All Students

Chapter 5: Leadership that Influences the Desire to Change

Framing a Reason for Change that Resonates

Specifying Who Will Benefit from the Change

Basing Every Decision on the Fundamental Reason for Change

Summary

What It Is & What It Isn't: Leadership that Influences the Desire to Change

School Self-Assessment Tool: Does Your School Leadership Positively Influence the Desire to Change?

Chapter 6: Leadership that Influences Belief in the Capacity to Improve and Succeed

Modeling Belief that All Students Will Improve and Succeed

Finding and Celebrating Evidence that Cultivates Belief

Confronting Disbelief

Summary

What It Is & What It Isn't: Leadership that Influences Belief in the Capacity to Improve

School Self-Assessment Tool: Does Your School Leadership Positively

Chapter 7: Leadership that Influences Clarity about Roles and Responsibilities

Clear, Consistent, and Regular Communication of Expectations

Prioritizing and De-prioritizing Roles and Responsibilities

Promoting Inquiry and Flexibility

Summary

What It Is & What It Isn't: Leadership that Influences Clarity about Roles and Responsibilities

School Self-Assessment Tool: Does Your School Leadership Influence Clarity about Roles and Responsibilities?

Chapter 8: Leadership that Builds Capacity to Succeed

Identifying and Responding to the Reasons for the Lack of Effectiveness in Assuming Essential Roles and Responsibilities

Distributing Leadership to Build Capacity

Providing Enough Support to Reduce Fear and Magnify Enthusiasm

Integrating Collaboration, Profession…