Details
Why School Leaders Need Vision
Managing Scarcity, Mandates, and Conflicting Goals for Educational Quality|
34,99 € |
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| Verlag: | Rowman & Littlefield Publishers |
| Format: | EPUB |
| Veröffentl.: | 08.09.2017 |
| ISBN/EAN: | 9781475833447 |
| Sprache: | englisch |
| Anzahl Seiten: | 126 |
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Beschreibungen
<span><span>The concept of “visionary” leadership is defined and applied in this book, as “supervision in schools” requires a level of “SUPER </span><span>VISION</span><span>” that can be best developed through quality leadership, mentoring -- and mutual ideas, and support -- for adding more value to the school. This book shows just how vision is important and useful in all schools and districts.</span></span>
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<span><span>Time has thus come to find, build, and use high-quality </span><span>visionary</span><span> school leadership in its many dimensions; thus, this book takes at least ten different views (in the chapters) of the visionary roles and functions of education leadership in K-12 -- building on the roles, theories, and visionary actions of key players in the schools. No single perspective is enough, as all views must work in concert to the benefit of teachers and students, today. School leaders, moreover, need to have their own vision about the following: (a) what their work entails; (b) their school should be and look like; and (c) what their staff and students (and schools) can achieve. </span></span>
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<span><span>Time has thus come to find, build, and use high-quality </span><span>visionary</span><span> school leadership in its many dimensions; thus, this book takes at least ten different views (in the chapters) of the visionary roles and functions of education leadership in K-12 -- building on the roles, theories, and visionary actions of key players in the schools. No single perspective is enough, as all views must work in concert to the benefit of teachers and students, today. School leaders, moreover, need to have their own vision about the following: (a) what their work entails; (b) their school should be and look like; and (c) what their staff and students (and schools) can achieve. </span></span>
<span><span>Visionary leaders are those educators who are able to imagine a different future for their schools, teachers and students. Whether they are working to keep students engaged, ensure learning objectives are met, or develop new community partnerships, they must work collaboratively with students, faculty, and families to make this vision a reality.</span></span>
<span><span>Foreword—Virginia Roach</span></span>
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<span><span>Chapter 1: Visionary Leadership Adds Value—Bruce S. Cooper and Carlos R. McCray </span></span>
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<span><span>Chapter 2: Building a Collaborative Visionary Community — Karen Andronico</span></span>
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<span><span>Chapter 3: Visionary School Finance Leadership in a ‘Capped’ Fiscal Environment— Stephen V. Coffin </span></span>
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<span><span>Chapter 4: Visionary School Leaders for the 21st Century in Special Education—Su-Je Cho, Kwang Sun C. Blair, and </span><span>Holly Rittenhouse— Cea</span></span>
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<span><span>Chapter 5: Improving Student Outcomes through Reflective Practice and Mindfulness in Educational Leadership—Lisa Bass </span></span>
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<span><span>Chapter 6: Diversity: Manifest Destiny? — Floyd D. Beachum & Carlos R. McCray</span></span>
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<span><span>Chapter 7: Visionary Curriculum: A Journey, not a Destination Selma K. Bartholomew & Ingrid Lafalaise </span></span>
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<span><span>Chapter 8: Putting Vision into Practice: Exploring Five Timeless Principles for Student Achievement—Jonathan W. Shute</span></span>
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<span><span>Chapter 9: The Future with Visionary Leadership in Education – Now! — Carlos R. McCray & Bruce S. Cooper </span></span>
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<span><span>About the Editors</span></span>
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<span><span>About the Contributors</span></span>
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<span><span>Chapter 1: Visionary Leadership Adds Value—Bruce S. Cooper and Carlos R. McCray </span></span>
<br>
<span><span>Chapter 2: Building a Collaborative Visionary Community — Karen Andronico</span></span>
<br>
<span><span>Chapter 3: Visionary School Finance Leadership in a ‘Capped’ Fiscal Environment— Stephen V. Coffin </span></span>
<br>
<span><span>Chapter 4: Visionary School Leaders for the 21st Century in Special Education—Su-Je Cho, Kwang Sun C. Blair, and </span><span>Holly Rittenhouse— Cea</span></span>
<br>
<span><span>Chapter 5: Improving Student Outcomes through Reflective Practice and Mindfulness in Educational Leadership—Lisa Bass </span></span>
<br>
<span><span>Chapter 6: Diversity: Manifest Destiny? — Floyd D. Beachum & Carlos R. McCray</span></span>
<br>
<span><span>Chapter 7: Visionary Curriculum: A Journey, not a Destination Selma K. Bartholomew & Ingrid Lafalaise </span></span>
<br>
<span><span>Chapter 8: Putting Vision into Practice: Exploring Five Timeless Principles for Student Achievement—Jonathan W. Shute</span></span>
<br>
<span><span>Chapter 9: The Future with Visionary Leadership in Education – Now! — Carlos R. McCray & Bruce S. Cooper </span></span>
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<span><span>About the Editors</span></span>
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<span><span>About the Contributors</span></span>
<span><span>Bruce S. Cooper, </span><span>Ph.D., is Professor Emeritus, Education Leadership, Administration and Public Policy, Graduate School of Education, Fordham University, New York, New York. He also taught at University of Pennsylvania and Dartmouth College, after receiving his doctorate at the University of Chicago, with Donald A. Erickson, as his mentor.<br><br></span><span>Carlos R. McCray, </span><span>EdD,</span><span> </span><span>is an associate professor at University of Louisville in the Educational Leadership and Administration Program. He teaches qualitative research to aspiring educational leaders. Professor McCray is the co-author of the books, </span><span>School Leadership in a Diverse Society: Helping Schools Prepare All Students for Success</span><span> and </span><span>Cultural Collision and Collusion: Reflections on Hip-Hop Culture, Values, and Schools</span><span>.<br><br></span><span>Stephen Coffin</span><span> is a Ph.D. candidate in education at the Graduate School of Education, Rutgers University; teaches school finance as an adjunct professor for the Graduate School of Education, Montclair State University and as a part time lecturer for the Graduate School of Education, Rutgers University; teaches school and higher education finance and economics as an adjunct instructor for the Graduate School of Education, Fordham University; publishes articles, chapters and books; serves on three editorial review boards; is a former school business administrator; has earned an MBA in finance and MPA in public administration; and focuses on education finance and policy, charter schools, community economic development, school business administration, and equal educational opportunity and equity.</span></span>
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