The Superintendents Fieldbook

An updated edition of the most comprehensive, complete handbook for the superintendency! The original book grew out of extensive funding and professional development from the highly-respected Danforth Foundation, and examines the role of the superintendent through field-based research with over 150 superintendents over ten years. Intended for urban, rural, and suburban superintendents, the book is designed to help these dirtrict leaders improve their effectiveness, learn from best practices, and fully understand the tenets of NCLB and other critical legislation. As a fieldbook, the book reflects stories, anecdotes, vignettes from practicing superintendents and is truly a practioner-friendly resource for school leaders. In updating The Superintendent's Fieldbook, the authors draw on their five-year experience with some 100 members of the National Superintendents Roundtable. Internationally, this experience involves extensive attention to education in China and Europe, including four site visits to China, plans to send a delegation of Roundtable superintendents to Finland later this year, and a month spent in England and Israel by one of our colleagues examining principal development. INDICE: Preface to the Second EditionAcknowledgmentsAbout the AuthorsPart I: OrientationA. Introduction: Leading Learning in New TimesB. Fifty Years of School Reform 1. Why Have We Fallen Short, and Where Do We Go From Here? 2. A Public Man Looks at Public Education 3. Role of the Superintendent in a New Age and a Different WorldC. The Commonplaces of School Leadership D. ToolsE. Reflective PracticePart II: Leading Your SchoolsA. Leadership Theory for the Theoretically Challenged 1. The Leadership Literature LandscapeB. Thinking About Your Organization 1. Images of OrganizationC. Encouraging Adaptive Leadership 1. Principles of Adaptive Leadership 2. Questions for Getting on the Balcony D. From Lone Ranger to Lead Learner: One Superintendent's JourneyE. Creating Your Learning Organization 1. The Five Disciplines 2. Archetypes of Systems Thinking 3. The IcebergF. Building a Core Learning GroupG. From Theory to Practice 1. Getting the Job 2. Implementing Systems Thinking in a District 3. How to Thrive as a SuperintendentH. Tools 1. The Ladder of Inference 2. The Transition Conversation 3. Dialogue: Suspending the Elephant Over the TableI. Reflective PracticePart III: Coping With Governance ChallengesA. Privatization 1. The Growth of Charters and Vouchers 2. Ohio Study: Achievement in Charter Schools No Better Than in Traditional Public SchoolsB. The Challenges of Public Administration C. Changes in State AgenciesD. Working With Images of OrganizationE. Working With Your Board 1. Getting It Right With the Board 2. Tips on Working With the Board 3. School Finance 101: No Surprises Around Money F. Working With Your Unions 1. A Primer on Labor-Management Relations and Contracts 2. Do's and Don'ts in Contract Negotiations 3. Bargain Like a ProG. The Small-District SuperintendentH. Tools 1. Build an Entry Plan 2. How Well Is Your Board Functioning? 3. Leading While Surviving Professionally and Emotionally 4. Ten Ground Rules for SurvivalI. Reflective PracticePart IV: Learning and AssessmentA. The Shape of the New DiscussionB. Principles of Learning 1. Effort-Based Education C. Emerging Issues in Neuroscience 1. The Neuroscience of Mindfulness 2. The Embodied BrainD. Common Core State Standards 1. The Case for the Common Core 2. A Think Tank Examines the Common Core 3. Local Educators Look at the Common CoreE. The Achievement Gap 1. It's Not Good Enough: A Personal Perspective on Urban Student Achievement 2. Whistling Past the SchoolyardF. Value-Added Assessment of Teachers 1. The Case for Value-Added Assessment 2. The Case Against Value-Added Assessment 3. A New Model for Teacher Evaluation and Compensation 4. Another Model 5. Central Office Practice Around Learning and Assessment G. Tools 1. Effective State Accountability Systems 2. Assessing Your State's Accountability SystemH. Reflective PracticePart V: Addressing Race and ClassA. Why Race and Class? 1. Holding Difficult Conversations 2. Sabotaging the Conversation 3. Crisis Facing Minority Males 4. Thinking About Educating Men of Color 5. Taking Risks Around RaceB. Superintendents Consider Race and ClassC. Can We Close the Gap? 1. Race and District Complexity as Factors in Superintendents' Responses 2. Schools Can't Do It Alone 3. An Asset-Based Approach 4. Twenty External Developmental Assets 5. Twenty Internal Developmental Assets 6. Deficits or Assets in Over-the-Rhine? 7. A Pastor Looks at AssetsD. Tools 1. Kiva: A Tool for Talking 2. The Kiva in Action 3. Microlab, Peeling the Onion, and Active ListeningE. Reflective Practice 1. Thinking About Learners at the Fringes 2. Questions for Reflective PracticePart VI: Developing Your PrincipalsA. Leading Student Learning 1. What Does It Take to Lead a School? 2. The School Principal as Leader 3. Help Wanted: Implications for District Leadership 4. The Challenge of Pricipal TurnoverB. Instructional Leadership C. Facilitating Change1. Nature of the Change Process 2. The Hall Innovation Category Scale (HiC) 3. The Leap of Faith 4. Stages of Concern 5. Bridging the Leap of Faith 6. Your Task as a SuperintendentD. Tools for Instructional Leaders 1. Nine Tools for the Instructional Leader 2. The WalkthroughE. Reflective Practice 1. A Teaching or a Learning System? 2. Questions for Reflective PracticePart VII: Collaborating With Your AlliesA. What Is Collaboration? 1. Build Boats, Not Houses 2. A New Way of Thinking 3. Picturing a New Way of ThinkingB. Engage the Public in Terms It Can UnderstandC. Think Assets, Not DeficitsD. Need for Early Care and Education 1. Orientation 2. Where Learning Begins: The Remarkable Human Brain 3. The Need for and Value of Early Learning ProgramsE. Engaging Community in St. Martin ParishF. Tools 1. First Steps: Getting Started 2. Parental Involvement 3. Parents and Steps to Success for Children 4. Key Elements of Collaboration 5. Identify Core Community ValuesG. Reflective PracticePart VIII: Engaging Your CommunityA. Public Engagement 1. From Public Relations to Public Engagement 2. Listening to Your Public 3. A Seven-Stage Model of EngagementB. Public Engagement and EducationC. Working With the Public on Education Reform 1. Guidelines on Opinion ResearchD. Community Conversations in San JoseE. Working With Your News and Media Outlets 1. Reframe--Inoculate--Communicate 2. Sandy Hook Elementary: Catastrophe Strikes 3. District Policy on Weapons and Gun ViolenceF. Communications Planning 1. Communications: Internal and External 2. A Communications Audit 3. Vital Signs of Public EngagementG. Tools 1. Tips on the Seven Stages 2. Focus Groups and Surveys 3. Community Conversations: A Tool for Public Engagement 4. Framing Community Conversations 5. Twenty Questions 6. Creating a Newsworthy Statement 7. Tackling the Media InterviewH. Reflective PracticePart IX: So, What Does All This Mean?A. Reconciling Commonplaces and Images 1. Inherited Images 2. Emerging Images 3. Mutually Exclusive? 4. The New Governance ParadigmB. School Reform: A Wicked ProblemC. A 15-Year Urban Case Study in the United StatesD. Are You and Educators Like You the Problem? 1. Spending More and Getting Less? 2. Student Achievement Declining? 3. Threat to American International Competitiveness? 4. Observations on Education Abroad 5. China Is Not Eating Our Lunch E. Single-Loop or Double-Loop Thinking? 1. Are We Shifting the Burden in Schools?F. Four Leadership Styles 1. Leader as Poet, Prophet, Coach, or TherapistG. Reflective PracticeAppendicesAppendix A: The National Superintendents Roundtable and the Forum for the American School SuperintendentAppendix B: Members of the Danforth Forum for the American School SuperintendentAppendix C: Members of the National Superintendents RoundtableAppendix D: ContributorsIndex

• ISBN: 978-1-4522-1749-9
• Editorial: Corwin
• Encuadernacion: Rústica
• Páginas: 400
• Fecha Publicación: 09/05/2013
• Nº Volúmenes: 1
• Idioma: