Learning-Focused Leadership in Action : Improving Instruction in Schools and Districts book cover
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Learning-Focused Leadership in Action
Improving Instruction in Schools and Districts





ISBN 9780415716239
Published March 25, 2014 by Routledge
254 Pages

 
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Book Description

In an educational context where school and district performance is of increasing focus, it’s essential for leaders at all levels of the educational system to focus on improving student performance. This volume zeros in on a promising set of strategies and practices for all leaders to motivate, support, and sustain learning in contemporary schools. Learning-Focused Leadership in Action explores what it means for educational leadership to be "learning-focused," what this looks like in practice at both the school and district level, and how such leadership changes can be set in motion. Drawing on extensive case study research in schools and districts that are making progress on learning improvement, this volume explores how leaders at all levels of the educational system can productively seek to improve the quality of learning opportunities and student performance, no matter how challenging the circumstances.

Table of Contents

Preface

Acknowledgments

Chapter 1: Introduction: The Evolution of Learning-Focused Leadership in Scholarship and Practice

Michael S. Knapp

Part One: Learning-Focused Leadership in Schools

Chapter 2. Team-Based Leadership of Instructional Improvement in Demanding School Contexts

Bradley S. Portin and Michael S. Knapp

Chapter 3. Learning-Focused Leadership Support Within the School

Michael S. Knapp and Bradley S. Portin

Part Two: The Central Office as Learning-Focused Support System for Instructional Improvement

Chapter 4. Transforming Central Office Leadership for Instructional Improvement

Meredith I. Honig

Chapter 5. Conditions Supporting Central Office Leadership for Instructional Improvement

Meredith I. Honig and Michael A. Copland

Part Three: Investing in Learning-Focused Leadership

Chapter 6. Frameworks and Strategies for Investing in Instructional Leadership

Margaret L. Plecki and Michael S. Knapp

Chapter 7. Investing for Equity in Instructional Improvement

Margaret L. Plecki, Thomas Halverson, and Michael S. Knapp

Chapter 8: Conclusion: Practicing and Supporting Learning-Focused Leadership in Schools and Districts

Michael S. Knapp, Michael A. Copland, Meredith I. Honig,

Margaret L. Plecki, and Bradley S. Portin

Methodological Appendix

References

Index

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Author(s)

Biography

Michael S. Knapp is Professor of Educational Leadership, Policy, & Organization Studies and Director of the Center for the Study of Teaching & Policy at the University of Washington, Seattle, USA.

Meredith I. Honig is Associate Professor of Educational Leadership, Policy, & Organization Studies, Adjunct Associate Professor of Public Affairs, and Partner at the Center of Educational Leadership at the University of Washington, Seattle, USA.

Margaret L. Plecki is Associate Professor of Educational Leadership, Policy, & Organization Studies and Co-Director of the Center for the Study of Teaching & Policy at the University of Washington, Seattle, USA.

Bradley S. Portin is Director and Professor of the Education Program at the University of Washington, Bothell, USA.

Michael A. Copland is Deputy Superintendent, Bellingham Public Schools, Bellingham, WA, USA.

Featured Author Profiles

Author - Bradley Steven Wicks Portin
Author

Bradley Steven Wicks Portin

Dean and Professor, University of Washington | Bothell
Bothell, WA, USA

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Reviews

"Re-purposing the nature of learning, re-visiting the slippery nature of language, re-imagining the character of leadership, while recognizing the collective resource: With conviction and commitment to these four key principles, school leaders can create space for the core work of the school. Elaborating on these themes with exemplification of cutting-edge practice, Knapp and colleagues provide a persuasive and powerful narrative of the possible."

--John MacBeath, Emeritus Professor, University of Cambridge

"This book neatly bridges the chasm between ‘how to do it’ approaches to school reform and abstract leadership strategies. The authors provide richly detailed evidence about practices that shift every teacher, administrator, support professional, and district staff member’s work to focus on what matters: student learning. It is as close to a manual for improving quality and equity in schools as anything available today."

--Karen Seashore Louis, Regents Professor and Robert H. Beck Chair, University of Minnesota