People are prone to think of leadership as an individual activity linked to a position—usually the top of the organizational chart. Furthermore, they often think the ability to lead is reserved for a heroic few, those individuals who save us from ourselves by making up for our deficiencies. We have heard this story over and over again: the brilliant entrepreneurial leader who saves the company from ruin, the military figure whose personal genius and charisma lead to victory, or the principal who single-handedly turns a school around. It’s time to let go of the myth of the charismatic individual leader who has it all figured out. Effective leaders recognize that they cannot accomplish great things alone. They acknowledge that leadership capacity is broadly distributed in the population and is accessible to anyone who has passion and purpose to change things as they are. This book argues that no single person has all the knowledge, skills, and talent to lead a district, improve a school, or meet all the needs of every child in his or her classroom. It takes collaborative effort and widely dispersed leadership to meet the challenges confronting our schools.
Effectively managing school safety requires the combined skills of a juggler and tightrope walker. School administrators must juggle school safety and the many other aspects of leading schools: Academics, facilities, finances, district politics, school-community relations. They must also walk a tightrope by beefing up security and preparedness for an emergency while
The Fifth Discipline by Peter Senge was initially published in 1990 and it was widely received and recognized as one of most influential business books. In 1997, the book was identified by Harvard Business Review as one of the seminal management books. It is a bestselling classic that helped revolutionize the
In more than two-and-a-half million miles of travel to schools in every part of the world, we have found a growing number of change leaders. These are the people who not only implement change successfully, but also appear to thrive on it. Their colleagues are no more insightful, desperate, or well
What does research tell us about the effects of school leadership on student achievement? What specific leadership practices make a real difference in school effectiveness? How should school leaders use these practices in their day-to-day management of schools and during the stressful times that accompany major change initiatives? Robert J. Marzano,
Perfect for individuals and corporations alike, The Leader in Me shows how easy it is to incorporate these skills into daily life. It is a timely answer to many of the challenges facing today’s young people, businesses, parents, and educators—one that is perfectly matched to the growing demands of our certain future.
Effective teachers have high expectations for student achievement. They believe that the ability of students to learn is changeable rather than fixed.
The best strategy for improving schools is developing the collective capacity of educators to function as members of a professional learning community.
If we are to help all students learn, it will require us to work collaboratively in a collective effort to meet the needs of each student.
Educators must create a result-orientation in order to know if students are learning and to respond appropriately to their needs.
Instead of viewing assessment as an absolute measure of students’ proficiency, individual assessments must be considered snapshots taken at a point in time of students’ progress toward a specific goal.
Effective leaders appeal not only to the head through research and logic, but also to the heart by connecting to the emotional needs of their people.
The best educational leaders are in love with the work they do, with the purpose they serve, and with the people they lead.