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Informationen zum Autor By James H. Lytle Klappentext 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? Zusammenfassung 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. Inhaltsverzeichnis 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
