Drawing on twenty years of research in school effectiveness, this book presents a distributed model of task-based school leadership that leads to continuous school improvement. The book outlines the tasks school leadership teams must focus on to improve teaching and learning, grouped into the following five domains:
Focus on Learning Monitoring Teaching and Learning Building Nested Learning Communities Acquiring and Allocating Resources Maintaining a Safe and Effective Learning Environment
Recognizing that the principal is a single actor in a complex web of activity influencing student learning, the focus is not only on the principal’s role but on a range of leadership and instructional practices to be shared across the leadership team (including APs, counselors, teachers, and support personnel). These tasks, organized into 21 subdomains, have been demonstrated through extensive research to contribute to improved student learning.
By:
Richard Halverson,
Carolyn Kelley
Imprint: Jossey-Bass Inc.,U.S.
Country of Publication: United States
Dimensions:
Height: 231mm,
Width: 185mm,
Spine: 13mm
Weight: 340g
ISBN: 9781118711699
ISBN 10: 1118711696
Pages: 224
Publication Date: 15 August 2017
Audience:
Professional and scholarly
,
Undergraduate
Format: Paperback
Publisher's Status: Active
About the Authors xi Acknowledgments xiii Prologue 1 Chapter 1 Distributed Leadership in Action 9 Leadership and Span of Control 12 Leader of Leaders 14 Distributed Leadership in Action 14 Tasks versus Skills 17 Comprehensive Assessment of Leadership for Learning 18 Chapter 2 Mapping School Leadership: Research Base and Domains 23 Knowledge Base for the CALL Domains 25 CALL Domains of School Leadership Practice 28 The CALL Survey in Action 34 Chapter 3 Domain 1: Focus on Learning 39 1.1 Maintaining a Schoolwide Focus on Learning 43 1.2 Recognition of Formal Leaders as Instructional Leaders 46 1.3 Collaborative Design of Integrated Learning Plan 48 1.4 Providing Appropriate Services for Students Who Traditionally Struggle 50 Putting It All Together to Focus on Learning 53 Chapter 4 Domain 2: Monitoring Teaching and Learning 59 A Brief History of Accountability and Schools: Emergence of a New Model of Instructional Leadership 62 Building Information Ecologies to Support Teaching and Learning 66 2.1 Formative Evaluation of Student Learning 67 2.2 Summative Evaluation of Student Learning 71 2.3 Formative Evaluation of Teaching 73 2.4 Summative Evaluation of Teaching 77 Putting It All Together: Information Ecologies for Schools 80 Chapter 5 Domain 3: Building Professional Community 87 Designing Professional Community 91 3.1 Collaborative Schoolwide Focus on Problems of Teaching and Learning 92 3.2 Professional Learning 93 3.3 Socially Distributed Leadership 96 3.4 Coaching and Mentoring 97 Putting It All Together: Design as a Model for Building Professional Community 99 Lessons for Building Professional Community in Schools 101 Chapter 6 Domain 4: Acquiring and Allocating Resources 107 4.1 Personnel Practices 111 4.2 Structuring and Maintaining Time 115 4.3 School Resources Focus on Student Learning 118 4.4 Integrating External Expertise into the School Instructional Program 120 4.5 Coordinating and Supervising Relations with Families and External Communities 122 Putting It All Together: Acquiring and Allocating Resources 124 Chapter 7 Domain 5: Establishing a Safe and Effective Learning Environment 131 The Practices That Matter to Develop Safe and Effective Learning Environments 134 5.1 Clear, Consistent, and Enforced Expectations for Student Behavior 135 5.2 Clean and Safe Learning Environment 141 5.3 Support Services for Students Who Traditionally Struggle 142 Putting It All Together: Innovative Practices for Building Safe and Effective Learning Environments 148 Chapter 8 Mapping Leadership Practice 157 Mapping Leadership Practice 163 Using the CALL Map 169 Charting the Course to Improved Teaching and Learning 171 Appendix A CALL Research Publications 173 Appendix B Observations about Some Differences in CALL Results between Secondary and Elementary Schools 175 Appendix C Description of the CALL Research and Validation Project 181 Appendix D CALL Domains 193 References 195 Index 205
RICHARD HALVERSON is a Professor of Educational Leadership and Policy Analysis in the University of Wisconsin-Madison School of Education. Rich co-directs the Wisconsin Collaborative Education Research Network and the Comprehensive Assessment of Leadership for Learning project, and was a co-founder and co-director of the Games + Learning + Society Research Center. He is a former high school teacher and administrator. He is co-author (with Allan Collins) of Rethinking Education in the Age of Technology. CAROLYN KELLEY is Senior Associate Dean for Academic Programs in the School of Education at the University of Wisconsin-Madison, and the Jim and Georgia Thompson Distinguished Professor of Education in the Department of Educational Leadership and Policy Analysis. She co-directs the Comprehensive Assessment of Leadership for Learning project, and is co-author (with Jim Shaw) of Learning First!.
