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
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
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.
"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