{"product_id":"reliable-school-leadership-9781475859713","title":"Reliable School Leadership","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eTrapped between an encroaching tide of privatization and a rocky theoretical shore, educational leadership in America's public schools is ardently researched and professionally practiced, but frequently besmirched and poorly understood. Despite the intentions of public educators to engage all students with the original power of education, disconnections caused by mandates, ideologies, and theoretical fuzziness render educational leadership unreliable.\u003c\/p\u003e\u003cp\u003eThe capacities necessary for school leadership to function reliably on behalf of all students are well within the grasp of present-day public educators. But, the action or agency sufficient to enacting educational leadership reliably is on hold. Educational leadership throughout US public schools is submarined when disconnections and ideological misdirection impede the primary purpose and the moral obligation of public education.\u003c\/p\u003e\u003cp\u003eTo fulfill the promises of public education and restore the intentions of educational leadershi\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eIn Reliable School Leadership, Swensson and Lehman offer a metaphorical bridge between theory and practice for those preparing for school leadership or for current school leaders seeking to advance their practice. Reliable School Leadership is a comprehensive guide and reminder of the core tenets of public education that opens the door to “reimagining difference-making and intentionality” in our schools and for our students.\u003c\/p\u003e -- Laurie Mullen, dean, School of Education, Towson University\u003cbr\u003e\u003cp\u003eReliable School Leadership by Swensson and Lehman helps school leaders identify ways in which to transform their leadership practices. Practical application of the complex dynamic of public school leadership is shared throughout this book. The authors elevate the profession and draw upon their own successful educational leadership careers to inform current school leaders through their understanding of professional practice and scholarship in educational leadership.\u003c\/p\u003e -- Todd Bess, executive director, Indiana Association of School Principals\u003cbr\u003e\u003cp\u003eThere is no better time to reimagine leadership in education. Swensson and Lehman’s Reliable School Leadership challenges aspiring and veteran educational leaders to examine what school leadership looked like during the first twenty years of this century and, then, to transform with intentionality to best serve our students for the remainder of the twenty-first century and beyond.\u003c\/p\u003e -- Jeff Butts, superintendent, Metropolitan school district of Wayne Township\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface\u003c\/p\u003e\u003cp\u003eIntroduction\u003c\/p\u003e\u003cp\u003eChapter One. The Issue with Educational Leadership\u003c\/p\u003e\u003cp\u003eWhat Is Leadership, Anyway?\u003c\/p\u003e\u003cp\u003eFrom the Factory Floor to the Classroom: Educational Leadership\u003c\/p\u003e\u003cp\u003eWhere Does Educational Leadership Begin?\u003c\/p\u003e\u003cp\u003eSo, What Does a School Leader Sign Up For?\u003c\/p\u003e\u003cp\u003eVirtue and Educational Leadership\u003c\/p\u003e\u003cp\u003eVirtue: An All-Encompassing Excellence\u003c\/p\u003e\u003cp\u003eVirtue and the Worth of Leadership\u003c\/p\u003e\u003cp\u003eCrucial Relationships and Leadership\u003c\/p\u003e\u003cp\u003eRelationships: First Among Equals\u003c\/p\u003e\u003cp\u003eRelationships: Over-Choice\u003c\/p\u003e\u003cp\u003eRelationships: Disconnected\u003c\/p\u003e\u003cp\u003eRelationships: Imposed\u003c\/p\u003e\u003cp\u003eRelationships: Limited\u003c\/p\u003e\u003cp\u003eWhat’s A School Leader to Do?\u003c\/p\u003e\u003cp\u003eIs Leadership a Pattern-Seeking Device?\u003c\/p\u003e\u003cp\u003eTheories and Styles and Patterns, Oh My!\u003c\/p\u003e\u003cp\u003eWhat Should Leaders Know to Serve All Students?\u003c\/p\u003e\u003cp\u003eLooking at this Chapter in the Rearview Mirror\u003c\/p\u003e\u003cp\u003eChapter Two. It’s NOT All About You\u003c\/p\u003e\u003cp\u003eAn Intervening Note\u003c\/p\u003e\u003cp\u003eThe Troubled History of Educational Leadership\u003c\/p\u003e\u003cp\u003eOrganizational Leadership First and Foremost\u003c\/p\u003e\u003cp\u003eVirtue-Free Leadership\u003c\/p\u003e\u003cp\u003eVirtue Kidnapped in the Free Market\u003c\/p\u003e\u003cp\u003eStandards: Meeting the Needs of the Educational Market\u003c\/p\u003e\u003cp\u003eMirror, Mirror, on My Wall: A Leadership Syndrome\u003c\/p\u003e\u003cp\u003eThe Origins of Educational Leadership\u003c\/p\u003e\u003cp\u003eThe Commitments of an Educational Leader\u003c\/p\u003e\u003cp\u003eCommitment #1: Moral Obligation of Public Education\u003c\/p\u003e\u003cp\u003eCommitment #2: Poly-Collegial Leadership\u003c\/p\u003e\u003cp\u003eThe Conjunction of Leadership Commitments: Leading-Out\u003c\/p\u003e\u003cp\u003eA Reimagining of Educational Leadership\u003c\/p\u003e\u003cp\u003eThe Greater Good and Educational Leadership\u003c\/p\u003e\u003cp\u003eA Coda to this Cautionary Tale\u003c\/p\u003e\u003cp\u003eLooking at this Chapter in the Rearview Mirror\u003c\/p\u003e\u003cp\u003eChapter 3. I Don’t Think I’ve Ever Seen So Many Trees\u003c\/p\u003e\u003cp\u003eEducational Leadership: Tree Identification\u003c\/p\u003e\u003cp\u003eThe Pitfalls of Educational Leadership\u003c\/p\u003e\u003cp\u003eOld Growth, Second Growth, and the Weeds\u003c\/p\u003e\u003cp\u003eOld Growth Educational Leadership\u003c\/p\u003e\u003cp\u003eSecond Growth Educational Leadership\u003c\/p\u003e\u003cp\u003eEducational Leadership Down in the Weeds\u003c\/p\u003e\u003cp\u003eManagement as Product\u003c\/p\u003e\u003cp\u003eEducational Leadership Is Stuck\u003c\/p\u003e\u003cp\u003eIs there a Forest Among those Trees?\u003c\/p\u003e\u003cp\u003eThe Forest: Functional Educational Leadership\u003c\/p\u003e\u003cp\u003eEducational Leadership in the Indeterminate Zone\u003c\/p\u003e\u003cp\u003eLooking at this Chapter in the Rearview Mirror\u003c\/p\u003e\u003cp\u003eChapter Four. Wheat and Chaff: Educational Leadership Uncovered\u003c\/p\u003e\u003cp\u003eThe Advent of Function of Leadership\u003c\/p\u003e\u003cp\u003eEducational Leadership as an Ecological System\u003c\/p\u003e\u003cp\u003eThe Double Helix and Functional Educational Leadership\u003c\/p\u003e\u003cp\u003eA Return to 9\u003csup\u003eth\u003c\/sup\u003e Grade Biology\u003c\/p\u003e\u003cp\u003eThe Theory and Utility of the Double Helix\u003c\/p\u003e\u003cp\u003eToward Functional Educational Leadership: A Definition\u003c\/p\u003e\u003cp\u003eThe Double Helix: Shaping Educational Leadership\u003c\/p\u003e\u003cp\u003eHarvesting Educational Leadership\u003c\/p\u003e\u003cp\u003eCan Educational Leadership Function Reliably?\u003c\/p\u003e\u003cp\u003eLearning is Leadership Fuel\u003c\/p\u003e\u003cp\u003eLooking at this Chapter in the Rearview Mirror\u003c\/p\u003e\u003cp\u003eChapter Five. Our Students Deserve—Dynamic Instruction\u003c\/p\u003e\u003cp\u003eThe Case for Dynamic Instruction as Function\u003c\/p\u003e\u003cp\u003eWhy Leadership and Instruction Disconnect\u003c\/p\u003e\u003cp\u003eLeadership of Instruction and Leadership for Instruction\u003c\/p\u003e\u003cp\u003eLeadership of Instruction\u003c\/p\u003e\u003cp\u003eLeadership for Instruction\u003c\/p\u003e\u003cp\u003eThe Original Power of Education\u003c\/p\u003e\u003cp\u003eIf Instructional Leadership Fell in a Classroom, Would It Make a Sound?\u003c\/p\u003e\u003cp\u003eThe Interminable Cacophony of Standardized Testing\u003c\/p\u003e\u003cp\u003eMarooned on the Island of Default Culture\u003c\/p\u003e\u003cp\u003eTransforming Backward in the Default Culture\u003c\/p\u003e\u003cp\u003eFunctional Educational Leadership: Agency and Action\u003c\/p\u003e\u003cp\u003eAction for Functional Educational Leadership\u003c\/p\u003e\u003cp\u003eDynamic Instruction in a Leader’s Day\u003c\/p\u003e\u003cp\u003eThe Pedagogies of Dynamic Instruction\u003c\/p\u003e\u003cp\u003eComplex and Soundly Structured Pedagogy\u003c\/p\u003e\u003cp\u003eComplex Pedagogy and All Students\u003c\/p\u003e\u003cp\u003eCan Educational Leadership Pivot?\u003c\/p\u003e\u003cp\u003ePivot Opportunity #1\u003c\/p\u003e\u003cp\u003ePivot Opportunity #2\u003c\/p\u003e\u003cp\u003ePivot Opportunity #3\u003c\/p\u003e\u003cp\u003eNuancing the Leadership Differential\u003c\/p\u003e\u003cp\u003eDynamic Instruction: A Rung that Students Deserve\u003c\/p\u003e\u003cp\u003eLooking at this Chapter in the Rearview Mirror\u003c\/p\u003e\u003cp\u003eChapter Six. Our Students Deserve—Ethical Leadership\u003c\/p\u003e\u003cp\u003eThe Rationale for Ethics in Leadership\u003c\/p\u003e\u003cp\u003eUsing Ethics Is Not the Same as Being Ethical\u003c\/p\u003e\u003cp\u003eUS History and Upside Down Ethics in Education\u003c\/p\u003e\u003cp\u003ePresent-Day Upside Down Ethics\u003c\/p\u003e\u003cp\u003eSingularity and the Hard Work of Being Ethical\u003c\/p\u003e\u003cp\u003eIs there a “How” of Being Ethical?\u003c\/p\u003e\u003cp\u003eIntegrity and Being Ethical\u003c\/p\u003e\u003cp\u003eA Different Leadership Responsibility\u003c\/p\u003e\u003cp\u003eReflection as Ethical Agency\u003c\/p\u003e\u003cp\u003eChoosing Ethics Intentionally\u003c\/p\u003e\u003cp\u003eDirect Effects and Ethical Leadership\u003c\/p\u003e\u003cp\u003eDirect Effects of Being Ethical\u003c\/p\u003e\u003cp\u003eCommunity and Ethics\u003c\/p\u003e\u003cp\u003eThe Moral Obligation of Public Education\u003c\/p\u003e\u003cp\u003eLooking at this Chapter in the Rearview Mirror\u003c\/p\u003e\u003cp\u003eChapter Seven. Our Students Deserve—Emotionally Intelligent Leadership\u003c\/p\u003e\u003cp\u003eWherefore Art Thou, Emotional Intelligence?\u003c\/p\u003e\u003cp\u003eIntelligence and Leadership: A Blast from the Past\u003c\/p\u003e\u003cp\u003eIndifference to Emotional Intelligence\u003c\/p\u003e\u003cp\u003eLeaders and an Incomplete Map\u003c\/p\u003e\u003cp\u003eThe Behaviors of Emotional Intelligence\u003c\/p\u003e\u003cp\u003eSocial Skills: The Pea Under the Leadership Mattress\u003c\/p\u003e\u003cp\u003eHow Annoying! Emotions Interrupt Rationality\u003c\/p\u003e\u003cp\u003eEmotional Intelligence: A Set of Abilities\u003c\/p\u003e\u003cp\u003eThe Ability Model of EI\u003c\/p\u003e\u003cp\u003eEmotional Intelligence in a Leader’s Day\u003c\/p\u003e\u003cp\u003eEmotional Intelligence and the Limbic System\u003c\/p\u003e\u003cp\u003eEmotional Intelligence and Academic Performance\u003c\/p\u003e\u003cp\u003eEmotional Intelligence and Dynamic Instruction\u003c\/p\u003e\u003cp\u003eEmotional Intelligence and Its Influence on Colleagues\u003c\/p\u003e\u003cp\u003eThe Value of Emotional Intelligence\u003c\/p\u003e\u003cp\u003eLeadership and the Emotionally Intelligent School\u003c\/p\u003e\u003cp\u003eLeadership Choices and the Emotionally Intelligent School\u003c\/p\u003e\u003cp\u003eLooking at this Chapter in the Rearview Mirror\u003c\/p\u003e\u003cp\u003eChapter Eight. Our Students Deserve—Public Life Education\u003c\/p\u003e\u003cp\u003eThe Erosion of Citizenship Education\u003c\/p\u003e\u003cp\u003ePublic Life and Mutuality\u003c\/p\u003e\u003cp\u003eSchool Leadership and Public Life\u003c\/p\u003e\u003cp\u003ePublic Education: A Habit of Public Creation\u003c\/p\u003e\u003cp\u003eA Funny Thing Happened on the Way to Citizenship Education\u003c\/p\u003e\u003cp\u003eIslanding: Land’s End for the Intelligence of Social Balance\u003c\/p\u003e\u003cp\u003eIf Everyone Is an Island\u003c\/p\u003e\u003cp\u003eThe Premise of Islanding\u003c\/p\u003e\u003cp\u003eIslanding: A Group Phenomenon\u003c\/p\u003e\u003cp\u003eIslanding: An Individual Affectation\u003c\/p\u003e\u003cp\u003eIslanding: An Educational Infestation\u003c\/p\u003e\u003cp\u003ePublic Life Education: A Transformational Leadership Function\u003c\/p\u003e\u003cp\u003eEnacting a Transformation\u003c\/p\u003e\u003cp\u003ePublic Life Education and Democracy\u003c\/p\u003e\u003cp\u003ePublic Life Education and Dissent\u003c\/p\u003e\u003cp\u003eThe Gist of Public Life Education\u003c\/p\u003e\u003cp\u003eDCaR and Functional Educational Leadership\u003c\/p\u003e\u003cp\u003eThe Public Thing We’re Looking For\u003c\/p\u003e\u003cp\u003eLooking at this Chapter in the Rearview Mirror\u003c\/p\u003e\u003cp\u003eChapter Nine. Enacting Functional School Leadership\u003c\/p\u003e\u003cp\u003eA Return to the Indeterminate Zone of Educational Leadership\u003c\/p\u003e\u003cp\u003eMarbles Throughout the Indeterminate Zone\u003c\/p\u003e\u003cp\u003eOut of the Zone and into the Accountability Fire\u003c\/p\u003e\u003cp\u003eEcho Leadership\u003c\/p\u003e\u003cp\u003eFinding the Voice of Function of Leadership\u003c\/p\u003e\u003cp\u003ePicturing Functional Educational Leadership\u003c\/p\u003e\u003cp\u003eIn the Picture: The Systemic Ecology of Intentionality\u003c\/p\u003e\u003cp\u003eFunction and the Construction of Educational Leadership\u003c\/p\u003e\u003cp\u003eFunctional Educational Leadership Is Public Work\u003c\/p\u003e\u003cp\u003eHow to Function as an Educational Leader\u003c\/p\u003e\u003cp\u003eMisperceptions of Function and Educational Leadership\u003c\/p\u003e\u003cp\u003eLooking at this Chapter in the Rearview Mirror\u003c\/p\u003e\u003cp\u003eChapter Ten. Details, Details, Details\u003c\/p\u003e\u003cp\u003eDetails Send Signals and Signals Are Messages\u003c\/p\u003e\u003cp\u003eLeadership of Details: Anticipation and Assessment\u003c\/p\u003e\u003cp\u003eAnticipation of Details\u003c\/p\u003e\u003cp\u003eAssessment of Details\u003c\/p\u003e\u003cp\u003eTrust Is a Detail\u003c\/p\u003e\u003cp\u003eDetail-Oriented Leadership\u003c\/p\u003e\u003cp\u003eInquiring for “Returns”\u003c\/p\u003e\u003cp\u003eSurveying for “Returns”\u003c\/p\u003e\u003cp\u003eGardening for “Returns”\u003c\/p\u003e\u003cp\u003eIndignity Can Be in the Details\u003c\/p\u003e\u003cp\u003eAttention to Detail: A Leader’s Message\u003c\/p\u003e\u003cp\u003eSo Many Detail-Oriented Observers\u003c\/p\u003e\u003cp\u003eLooking at this Chapter in the Rearview Mirror\u003c\/p\u003e\u003cp\u003eChapter Eleven. Reliable Educational Leadership\u003c\/p\u003e\u003cp\u003eThe Ecology of Reliable Educational Leadership\u003c\/p\u003e\u003cp\u003eWhat Should Be the Expectations for US Public Education?\u003c\/p\u003e\u003cp\u003eThe Expectation of Virtue\u003c\/p\u003e\u003cp\u003eFrom Virtue: The Expectation of Reliability\u003c\/p\u003e\u003cp\u003eEcology of Leadership\u003c\/p\u003e\u003cp\u003eReliability and the Ecology of Educational Environments\u003c\/p\u003e\u003cp\u003eEcological Principles for Reliable Leadership\u003c\/p\u003e\u003cp\u003eThe Process of Reliable Leadership\u003c\/p\u003e\u003cp\u003eThe “Voice” of Reliability\u003c\/p\u003e\u003cp\u003eThe Active Person and Reliable Leadership\u003c\/p\u003e\u003cp\u003eSpeaking to Highly Reliable Educational Leadership\u003c\/p\u003e\u003cp\u003eWhat Are the Expectations for US Public Education?\u003c\/p\u003e\u003cp\u003eWhat Are the Expectations of Function?\u003c\/p\u003e\u003cp\u003eLooking at this Chapter in the Rearview Mirror\u003c\/p\u003e\u003cp\u003eChapter Twelve. So Much Leadership, So Little Time\u003c\/p\u003e\u003cp\u003eEducational Leadership: Nothing Less than the Future\u003c\/p\u003e\u003cp\u003eLooking for Panaceas in Pandora’s Box\u003c\/p\u003e\u003cp\u003eExpectations, Function, and the Future of Educational Leadership\u003c\/p\u003e\u003cp\u003eFunction: The Ecology of Leadership and the Ecology of Thought\u003c\/p\u003e\u003cp\u003eFunction as Competency\u003c\/p\u003e\u003cp\u003eFunctional Educational Leadership and the good and Democracy\u003c\/p\u003e\u003cp\u003eEducational Leaders as Moral Agents\u003c\/p\u003e\u003cp\u003eAgentic Educational Leadership\u003c\/p\u003e\u003cp\u003eThe Inescapable Dilemma of Leadership\u003c\/p\u003e\u003cp\u003eAgency for Functional Educational Leadership\u003c\/p\u003e\u003cp\u003eEducational Expectations Are the Future of Agency\u003c\/p\u003e\u003cp\u003eFunctional Educational Leadership: Working the Work\u003c\/p\u003e\u003cp\u003eSpeaking of Functional Educational Leadership\u003c\/p\u003e\u003cp\u003eLooking at this Book Through the Windshield\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eAbout the Authors\u003c\/p\u003e\u003cp\u003eIndex\u003c\/p\u003e","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":51040328057175,"sku":"9781475859713","price":57.6,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781475859713.jpg?v=1750946400","url":"https:\/\/bookcurl.com\/products\/reliable-school-leadership-9781475859713","provider":"Book Curl","version":"1.0","type":"link"}