Lexie Domaradzki, Arthur L. Costa, Gary Whiteley

Dispositions of Leadership

The Effects on Student Learning and School Culture

• Gebundenes Buch

Produktbeschreibung

This book challenges the utility of traditional command-and-control models that are no longer capable of supporting school leaders and describes how an effective educational leader in the Information Age applies dispositional thinking in order to be adaptive, self-aware and responsive to others.

Produktdetails

• Verlag: Rowman & Littlefield Publishers
• Seitenzahl: 208
• Erscheinungstermin: 15. August 2017
• Englisch
• Abmessung: 235mm x 157mm x 17mm
• Gewicht: 498g
• ISBN-13: 9781475836257
• ISBN-10: 1475836252
• Artikelnr.: 48137241

Autorenporträt

Gary Whiteley's passion for understanding the nature and implication of effective school leadership spans four decades. His leadership journey continues to be enhanced by thoughtful colleagues who co-authored this book. Lexie Domaradzki has dedicated her professional career to supporting high needs schools. She is honored to have the privilege of assisting educators in developing the leadership capabilities and practices that assist them in solving complex problems. Art Costa has devoted his career to improving education through self-directed learning and more thought-full instruction and assessment. He is noted for his many publications and the development of the Habits of Mind and Cognitive Coaching. He is a past president of ASCD. Patricia Muller provides schools, districts, departments of education, non-profit organizations and foundations with evaluation support, capacity- building and technical assistance. In her two decades with the Center for Evaluation and Education Policy at Indiana University, some of her most rewarding work has been with school leadership programs.

Inhaltsangabe

Dedication List of Figures List of Tables Foreword Preface Acknowledgements
Introduction Complexity of the Contemporary Educational System Why Are New
Understandings of Educational Leadership Needed? Learning Environments and
the Need for Adaptive Competence Habits of Mind or Dispositions Educational
Leadership in the Information Age Overview of the Book Questions to Engage
your Thinking and Discussion with Colleagues References Chapter One: What
Effect Does Educational Leadership Have on Student Learning? The
Century-Long Evolution of Educational Leadership Twenty-five Important
Works in Five Tables Efficiency, Bureaucracy, and the Heroic Leader -
1911-1967 Transformational Leadership and the Learning Organization -
1978-1990 Adaptive Leadership a Response for Addressing Complexity -
1993-2003 The Agile Organization and Adaptive Leadership - 2005-2009 A Home
of Our Own Emerges: Leading Linked with Student Learning - 2011- 2013
Summary of the Five Tables and 25 Important Books for Leadership and
Learning A New Era of Leadership with Student Learning as the Pervasive
Focus Leadership Dimensions and Core Leadership Practices: Broader-Grained
Work The Three Capabilities and Four Pathways: Finer-Grained Leadership
Work Summary Questions to Engage Your Thinking and Discussion with
Colleagues References Chapter Two: How Does an Agile Organization Support
Contemporary School Leadership? The Formal Organization: An Overview Formal
Organization: Routine Analytical and Routine Cognitive Problem Solving
Agile Organizations: Adapting the Formal Organization to Meet 21st Century
Needs Agile Organizations: Non-Routine Analytical and Interactive Problem
Solving Asserting Focus Amidst Complexity: A Challenge in the Information
Age Agility: Identifying the Type of Problem or Challenge Technical
Problems, Adaptive Challenges, and Polarity Management Network-centric
Collaborative Groups, Agility, and Decision-making High-Performing
Principal Teams and School-based Leadership Teams Summary Questions to
Engage your Thinking and Discussion with Colleagues References Chapter
Three: What Are the Dispositions of Contemporary Educational Leadership?
What are Dispositions? Why Dispositions? Dispositions for Educational
Leadership What Roles Do Dispositions Serve in Leadership? How are
Dispositions Acquired? Why Consider Utilizing Thinking Dispositions with
Educators? Dispositions Build the School Culture The Five Dispositions of
Leadership Dispositions, Capabilities, and Practices: Ways of Thinking,
Being, Doing The Balcony and the Dance Floor Summary Questions to Engage
your Thinking and Discussion with Colleagues: References Chapter Four:
Disposition: Thinking and Acting Interdependently Capability One:
Establishing and Maintaining an Environment of Trust that Includes
Predictable Values and Predictable Skills Capability Two: Identifying,
Articulating, and Aligning with a Shared Vision that Addresses a Pervasive
Focus on Student and Adult Learning Capability Three: Promote a Group of
Diverse Individuals to Access and Utilize Resources and Expertise Across a
Broader Community Capability Four: Setting Aside Your Own Preferences for
the Benefit of All Capability Five: Having the Capacity to Look at Things
from Others' Point of View Capability Six: Anticipating Ways to Support
Others in the Collaborative Process Summary Middle School Vignette
Questions to Engage your Thinking and Discussion with Colleagues References
Chapter Five: Communicating to Influence Capability One: Developing the
Capabilities within Others to Interact Successfully Discussion Dialogue
Capability Two: Developing Personal Presence Capability Three: Knowing When
and Why to Integrate and Knowing When to Insert Oneself Capability Four:
Use Interpersonal Skills to Cultivate Working Relationships and to Motivate
and Mobilize Others (Individuals and Groups) Summary Middle-school Vignette
Questions to Engage your Thinking and Discussion with Colleagues References
Chapter Six: Gathering and Applying Information for Change Capability One:
Systematically and Intentionally Gathering and Organizing Needed Data
Academic Content and Measures of Schooling Student Engagement in the
Behavior, Emotional, And Cognitive Dimensions Information Collected for
Evaluating Implementation Topics Capability Two: Using data to inform
actions Capability Three: Developing and Nurturing an Environment of
Inquiry and Innovation Grounded in Reflection and Continuous Improvement
Summary Middle School Vignette Questions to Engage Your Thinking and
Discussion with Colleagues References Chapter Seven: Seeking Support for
Feedback and Learning Capability One: Developing Self-Knowledge,
Self-Awareness and Self-Efficacy While Maintaining a Sense of Humility
Capability Two: Frequently Seeking Feedback Focused on Learning and
Professional Growth Capability Three: Engaging in a Collegial Networked
Leadership Community of High-Performing Teams of Principals Problems of
Practice Versus Practice-Based Evidence Effective Networked Leadership
Communities Relationship Between Support, Resiliency, Feedback and
Excellence Professional Goal Setting Capability Four: Creating Feedback
Spirals for Continuous Individual and Organizational Self-Learning
Receiving Feedback Giving Feedback Summary Middle School Vignette Questions
to Engage Your Thinking and Discussion with Colleagues Chapter Eight:
Pursuing Adaptive Competence What is Adaptive Competence? Pursuing Adaptive
Competence in Ambiguous Environments Capability One: Using Self-Managing,
Self-Monitoring, and Self-Modifying Skills to Inform Behaviors and Actions
Capability Two: Engaging Flexibly in Thinking and Behaviors Capability
Three: Solving Complex Problems and Addressing Adaptive Challenges Summary
Middle School Vignette: Three Middle School Principals Questions to Engage
Your Thinking and Discussion with Colleagues: References Chapter Nine:
Discovering Leadership Potential in an Agile Organization Five Dispositions
of Leadership: 1.Thinking and Acting Interdependently: Promoting a
positive, collaborative learning culture through distributed leadership.
2.Communicating to Influence: Developing the interpersonal skills to
influence, mobilize and motivate individuals and groups. 3.Gathering and
Appling Information for Change: Utilizing data-based evidence to make
decisions and provide formative feedback for setting direction and planning
change. 4.Seeking Support and Feedback for Learning: Fostering
personal/professional growth and resiliency. 5.Pursuing Adaptive Competence
(Keystone Disposition): Incorporating into practice metacognition and
cognitive flexibility to effectively plan, reflect, diagnose, and solve
complex problems. Feedback: A Networked Leadership Community Vignette
Questions for Reflection