Build on individual strengths for optimized leadership
Best-selling author Sheryl G. Feinstein demonstrates how educational leaders can apply a popular business prototype of leadership strengths and the latest brain research to lead effectively. Her new book, co-authored by veteran administrator and instructional leader Robert W. Kiner, outlines four leadership styles—executer, relationship builder, influencer, and strategic thinker—and shows how to recognize and capitalize on these styles in order to:
- Create a positive school culture
- Mentor and supervise teachers
- Keep track of standardized testing
- Foster community partnerships
- Use data to inform curriculum and instruction
The authors connect current cognitive research with the challenges of educational leadership, using vignettes and discussion questions to make clear the links between neural wiring, learning, and leading. Learn how to make the most of your own talents and also play to the strengths of everyone on your team.
Spis treści
Dedication
Foreword by Jerry D. Weast
Acknowledgments
About the Authors
Introduction
1. With the Leader′s Brain in Mind
Strength-Based Leadership
The Workings of the Human Brain
Conclusion
Discussion Questions
2. Using Leaders′ Strengths to Create and Maintain a Positive School Climate
What′s the Point?
The Brain and School Climate
Putting It Into Practice
Instruction and Learning
Physical Environment
Conclusion
Discussion Questions
3. Mind Matters: What Leaders Need to Know About Students
The Elementary Student′s Brain
The Secondary Students′ Brain
Conclusion
Discussion Questions
4. Best of Class: Leading Teachers
Curriculum and Instruction
Assessment 101
Instruction
Technology: Your Brain On-Line
Conclusion
Discussion Questions
5. The Rubber Meets the Road: Supervision and Evaluation
Extreme School Make-Over
Empowerment Supervision
Evaluation
Conclusion
Discussion Questions
6. Shared Leadership and Leading Teacher′s Strengths
The Human Brain
Strength-Based Shared Leadership
Leading Teacher′s Strengths
Conclusion
Discussion Questions
Appendix I: Stress, Teachers, and Students
Appendix II: Family and Community School Partnerships
References
Index
O autorze
For nearly three decades, Dr. Robert Kiner was a K-12 public school administrator and instructional leader. He served as a middle school and high school assistant principal, middle school and high school principal, and held key central office positions including Superintendent to the Sioux Falls, SD school district. He has several journal publications and has spoken extensively at local, state and regional conferences and workshops. During his K-12 experience, Dr. Kiner was a student and teacher advocate who always looked for new and different ways to help students achieve success in school. He was an educational entrepreneur who has been recognized for his work with at-risk and special needs students. He has a unique ability to create collegial relationships within schools and maximize academic success for individual students. Dr. Kiner concluded his career as the Education Department Chair and subsequently the Vice President for Academic Affairs and Dean of the College at Augustana College in Sioux Falls, SD. He currently holds the rank of Professor Emeritus in the Education Department at Augustana College.
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