Working for Kids
Educational Leadership as Inquiry and Invention
1st Edition
Published on 15. February 2010
184 pages
979-8-216-31936-8 (ISBN)
Description
Much of the current discourse on improving school leadership, and particularly the performance of principals, is misguided. There is much too much emphasis on evaluation and standards as determined by policy makers and professors and not nearly enough attention to how one provides performance-driven leadership in the context of day-to-day practice.
As an administrator, academic, consultant and researcher, Lytle has traveled widely in the school leadership province. This book draws on his career as a school administrator and his experience teaching leadership at the graduate level. The author uses personal stories to address such questions as: How does one learn to lead? How does one become a leader? How does one teach others to lead? What does it mean to lead for learning?
As an administrator, academic, consultant and researcher, Lytle has traveled widely in the school leadership province. This book draws on his career as a school administrator and his experience teaching leadership at the graduate level. The author uses personal stories to address such questions as: How does one learn to lead? How does one become a leader? How does one teach others to lead? What does it mean to lead for learning?
More details
Series
Edition
1. Auflage
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
ISBN-13
979-8-216-31936-8 (9798216319368)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
02/2010
Rowman & Littlefield Education
€60.20
Shipment within 3-4 weeks
Person
James H. "Torch" Lytle is practice professor of educational leadership at the Graduate School of Education, University of Pennsylvania. From 1998-2006 Lytle was superintendent of the Trenton, NJ Public Schools; prior to his appointment in Trenton, he served in a variety of capacities in the School District of Philadelphia as an elementary, middle, and high school principal; executive director for planning, research, and evaluation; regional superintendent; and assistant superintendent.
Content
Part 1 Emergence of a School Leader
Chapter 2 Principal
Chapter 3 Central Office and "Sabbatical"
Chapter 4 Regional and Assistant Superintendent
Chapter 5 Principal, Again
Part 6 Changing States: Superintendent, Trenton, New Jersey
Chapter 7 Learning the Context
Chapter 8 Determining the Work
Chapter 9 Designing and Getting Under Way
Chapter 10 Building Capacity
Chapter 11 High School Reform
Chapter 12 To What End?
Part 13 Leadership for Learning
Chapter 14 Considering the Teaching of Leadership
Chapter 2 Principal
Chapter 3 Central Office and "Sabbatical"
Chapter 4 Regional and Assistant Superintendent
Chapter 5 Principal, Again
Part 6 Changing States: Superintendent, Trenton, New Jersey
Chapter 7 Learning the Context
Chapter 8 Determining the Work
Chapter 9 Designing and Getting Under Way
Chapter 10 Building Capacity
Chapter 11 High School Reform
Chapter 12 To What End?
Part 13 Leadership for Learning
Chapter 14 Considering the Teaching of Leadership
