‘These successful principals move beyond platitudes and optimistic denial and learn to face the facts of what is necessary to improve schools—then they do it. These star principals learn to work with teachers and their union rather than around them.’
—Charles Taylor Kerchner, Hollis P. Allen Professor
Claremont Graduate University
‘Links Collins′s work to success in the school setting. The examples of school leaders who were able to lead effective, systemic change are powerful.’
—Brenda Dean, Assistant Director of Curriculum and Instruction
Hamblen County Department of Education, TN
Make the leap from ordinary to stellar school leadership!
‘What can I do to make a difference and lift my school to excellence?’ From Good Schools to Great Schools answers this question for principals and considers other critical issues in a detailed examination of school leadership.
Based on the concepts from the national bestseller Good to Great: Why Some Companies Make the Leap and Others Don′t, this guidebook identifies nine characteristics of high-performing ‘Level 5’ school leaders through:
- In-depth discussions and detailed case studies of six ‘star’ school principals
- A comparison of principals and corporate leaders, including qualities exclusive to school leadership
- Reflection questions for more effective application of leadership principles
- Templates, implementation tips, and additional resources
Correlated with ISLLC standards, this comprehensive resource is a valuable resource for aspiring and practicing school administrators, site leaders, and supervisors.
विषयसूची
List of Figures and Tables
Foreword by Marge Hobbs
Preface
Acknowledgments
About the Authors
1. We Know What to Do, so Why Do We Fail?
The ‘Good to Great’ Research Project
Leadership Characteristics of Level 5 Executives
Leadership Behaviors of Level 5 Executives
Two Behaviors From the Collins Study
Great School Executives Build Relationships
The School Principals in Our Study
Leadership Qualities Exhibited
Reflection
2. First, Build Relationships
A Behavior Different From the Behaviors of the Level 5 Executive
Mr. Bond and Field Elementary School
Highly Successful Principals and Building Relationships
Comparison Principals and Building Relationships
Reflection
Suggestions for Principals
3. Exercise Your Professional Will, but Stay Humble
Issues With Identifying Personal Humility in School Principals
Personal Humility: The Evidence Differs
Shy and Self-Effacing Leaders
Unreserved and Enthusiastic Leaders
Comparison Principals
Reflection
Suggestions for Principals
4. Credit Others, Accept the Blame
Additional Data for Compelling Modesty
Evidence for Sustainability of Greatness
Evidence for Compelling Modesty
Mr. Unpretentious and Bay View Elementary School
Highly Successful Principals and Compelling Modesty
Comparison Principals and Compelling Modesty
Reflection
Suggestions for Principals
5. Be Ambitious First for the School′s Success
Ambition for the Success of the School Is Key
Ms. Aspiration and Mission Elementary School
Highly Successful Principals and Ambition for the School′s Success
Comparison Principals and Ambition for the School′s Success
Reflection
Suggestions for Principals
6. Resolve to Do What Needs Doing . . . Then Do It!
Application of Unwavering Resolve to Schools
Ms. Persevere and Mountain High Elementary School
Comparison Principals and Resolve
Reflection
Suggestions for Principals
7. Get the Right People on the Bus
School Leaders′ Difficulties in Getting the Right People
An Example of Getting the Right People
Highly Successful Principals and ‘First Who . . . Then What’
Comparison Principals and ‘First Who . . . Then What’
Reflection
Suggestions for Principals
8. Confront the Brutal Facts
Schools Face Challenges
Brutal Facts Tackled by the Principals in Our Study
Highly Successful Principals and Confronting the Brutal Facts
Comparison Principals and Confronting the Brutal Facts
Reflection
Suggestions for Principals
9. Know What Drives Your Educational Engine and Be Passionate About It
Academics Take Issue
Our Term: Educational Engine
Mr. Focus and Pines Elementary School
Highly Successful Principals and the Hedgehog Concept
Comparison Principals and the Hedgehog Concept
Reflection
Suggestions for Principals
10. Build a Culture of Discipline
The Concept Is Not New
Difficulties in Achieving a Culture of Discipline
Ms. Discipline and Eagle Elementary School
Highly Successful Principals and a Culture of Discipline
Comparison Principals and a Culture of Discipline
Reflection
Suggestions for Principals
11. Know Commonalities and Differences Between Public Schools and the Private Sector
Disparities Between Public Schools and the Private Sector
What We Have Learned From the Research on Leadership
Reflection
Suggestions for Principals
12. Support Research-Based Principal Preparation
The ISLLC Standards
The Mid-continent Research for Education and Learning
In Search of Excellence
Beware of Business Norms
Administrator Preparation Program Reform
A Final Comment
Reflection
Suggestions for Architects of Principal Preparation Programs
Resource A: Research Methodology
Resource B: Interview Participant Selection
Resource C: Principal Interview Questions Derived From Collins′ (2001) CEO Interview Questions and Demographic Questionnaire
References
Suggested Readings
Index
लेखक के बारे में
William A. Streshly is Emeritus Professor of Educational Leadership in the College of Education at San Diego State University (SDSU). Prior to coming to SDSU in 1990, he spent 25 years in public school administration, including five years as principal of a large suburban high school and 15 years as superintendent of several California school districts varying in size from 2, 500 to 25, 000 students. In addition to his numerous publications in the professional journals, Dr. Streshly is author or co-author of five practical books for school leaders, The Top Ten Myths in Education, Avoiding Legal Hassles (two editions), Teacher Unions and Quality Education, Preventing and Managing Teacher Strikes, and From Good Schools to Great Schools: What Their Principals Do Well.Currently, Professor Streshly is a Senior Lead Auditor for Curriculum Management Systems, Inc., an affiliate of Phi Delta Kappa International. He has audited the instructional operations of more than 40 school districts in 16 states. His intense interest in the role of effective school leadership stems from his own extensive experience as well as his in-depth observation of the work of hundreds of practicing school principals across the country.
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