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Author:   Peter Youngs (University of Virginia, USA.) ,  Jihyun Kim (Lehigh University, USA.) ,  Madeline Mavrogordato (Michigan State University, USA.)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9780367374402

ISBN 10:   0367374404
Pages:   236
Publication Date:   30 December 2020
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

1. Introduction Section I: Principal Development and Evaluation 2. Growing Your Own Leadership Pipeline: The Case of an Urban School Leadership Residency 3. Preparing Educational Leaders for Adaptive Leadership 4. Changing Principal Supervision to Develop Principals’ Instructional Leadership Capacity 5. Appraising Principal Evaluation and Development: Current Research and Future Directions Section II: Principal Leadership Practices 6. Examining the Time Principals Dedicate to Interacting with Teachers and Other Educational Stakeholders 7. Equity Endeavors through the Justice for Bias Framework: Principals Addressing Implicit Bias in Schools 8. Using Social Network Analysis to Support Improvement Science Approaches in Education Section III: Principal Leadership Practices and Teacher and Student Outcomes 9. Principal Leadership and Beginning Teachers’ Self-Efficacy and Valuing of Ambitious Instructional Practices 10. Improving Instruction for Students with Disabilities: A Call for Effective Principal Leadership 11. Principal Leadership Activities and Teachers’ Workplace Attitudes 12. How Principal Leadership and Teacher Burnout Are Associated with Early Career Teacher Mobility 13. Principal Leadership Practices, Organizational Improvement, and Student Achievement Section IV: Next Steps for Leadership Practice and Research 14. How States Use ESSA to Support Principal Preparation, Development, and Quality 15. Exploring Principal Development and Teacher Outcomes: Lessons Learned and Guidelines for Practice

Reviews

Principals are pivotal in the success of schools, yet little is known about how to prepare and support them in their complex and consequential role. In Exploring Principal Development and Teacher Outcomes, an impressive array of scholars examine a wellspring of promising initiatives. You'll find penetrating analysis and practical insights about strategies that work. -Susan Moore Johnson, Jerome T. Murphy Research Professor and Director, Project on the Next Generation of Teachers, Harvard Graduate School of Education Confronted with unprecedented fiscal and health crises and severe inequities, principals make decisions daily that affect the wellbeing of faculty, staff, and students. Drawing on a rich array of recent research from our country's top education policy and leadership scholars, this first-rate edited volume examines the consequential work of school leaders and policies to prepare and support them. This nuanced collection of research studies zooms in to examine daily practice and impact on teachers and students, and zooms out to explore innovative ways to prepare, supervise, and evaluate principals and the broader policies shaping these efforts. This is a must-read book for aspiring and current education leaders at all levels. -Julie Marsh, Associate Professor of Education Policy, Rossier School of Education, University of Southern California Youngs, Kim, Mavrogordato, and colleagues do an exceptional job of unpacking empirical reality and practice-based wisdom revealing that school improvement is grounded in productive school leadership. They show that when we ignore this law we often hurt students, damage teachers, and cripple improvement. On the other hand, they document that when the profession forcefully attends to growing school leaders the well-being of young people across the full spectrum of valued outcomes is significantly enhanced. And they explore in powerful analyses what that development is, looks like on the ground, and can be used to create excellent schools for children and young people. -Joseph Murphy, Frank W. Mayborn Chair of Education and Associate Dean, Peabody College of Education and Human Development, Vanderbilt University

Author Information

Peter Youngs is Professor of Curriculum, Instruction, and Special Education at the University of Virginia, USA. Jihyun Kim is Assistant Professor of Educational Leadership at Lehigh University, USA. Madeline Mavrogordato is Associate Professor of K-12 Educational Administration and Policy at Michigan State University, USA.

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