Mapping Leadership

Drawing on twenty years of research in school effectiveness, this book presents a distributed model of task-based school leadership that leads to continuous school improvement. The book outlines the tasks school leadership teams must focus on to improve teaching and learning, grouped into the following five domains:

• Focus on Learning

• Monitoring Teaching and Learning

• Building Nested Learning Communities

• Acquiring and Allocating Resources

• Maintaining a Safe and Effective Learning Environment

Recognizing that the principal is a single actor in a complex web of activity influencing student learning, the focus is not only on the principal's role but on a range of leadership and instructional practices to be shared across the leadership team (including APs, counselors, teachers, and support personnel). These tasks, organized into 21 subdomains, have been demonstrated through extensive research to contribute to improved student learning.

Autorentext

RICHARD HALVERSON is a Professor of Educational Leadership and Policy Analysis in the University of Wisconsin-Madison School of Education. Rich co-directs the Wisconsin Collaborative Education Research Network and the Comprehensive Assessment of Leadership for Learning project, and was a co-founder and co-director of the Games + Learning + Society Research Center. He is a former high school teacher and administrator. He is co-author (with Allan Collins) of Rethinking Education in the Age of Technology. CAROLYN KELLEY is Senior Associate Dean for Academic Programs in the School of Education at the University of Wisconsin-Madison, and the Jim and Georgia Thompson Distinguished Professor of Education in the Department of Educational Leadership and Policy Analysis. She co-directs the Comprehensive Assessment of Leadership for Learning project, and is co-author (with Jim Shaw) of Learning First!.

Klappentext
YOUR TEAM'S MAP TO GREAT SCHOOL LEADERSHIP Drawing on twenty years of research in school effectiveness, this book presents a distributed model of school leadership that leads to continuous school improvement. Leadership teams must manage tasks in five domains: Focus on Learning, Monitoring Teaching and Learning, Building Nested Learning Communities, Acquiring and Allocating Resources, and Maintaining a Safe and Effective Learning Environment. Recognizing that the principal is one actor in a complex web of activity, the focus is on a range of leadership and instructional practices to be shared across the team (including assistant principals, counselors, and teachers). The tasks are proven to contribute to improved student learning. The book is connected to the CALL (Comprehensive Assessment of Leadership for Learning), the in-depth assessment that leadership teams use to diagnose a school's effectiveness. PRAISE FOR MAPPING LEADERSHIP "Mapping Leadership is a thoroughly readable, practical guide that makes sense of a large body of research on school leadership. It moves attention away from the leader as an individual to the developer of systems of collaboration. Using tangible examples, the book vividly demonstrates the process of school improvement."
ELAINE ALLENSWORTH, Lewis-Sebring Director, University of Chicago Consortium on School Research "The depth and utility of this book are incredible. The CALL surveys exemplify a range of possible practices. This book is a gift to the field of educational leadership. I can't recommend it highly enough."
DR. SCOTT McLEOD, Associate Professor, University of Colorado Denver, and Founding Director, CASTLE "This book is an invitation to explore distributed leadership and to develop the practices necessary for growing capacity and improving learning for all. I can't imagine a better guide for any leader wanting to think and act differently. The book is your map for an improved future."
PATRICIA NEUDECKER, Director, Administrative Leadership Programs, School of Education, Alverno College, Milwaukee, Wisconsin

Inhalt
ABOUT THE AUTHORS XI

ACKNOWLEDGMENTS XIII

PROLOGUE 1

CHAPTER 1 Distributed Leadership in Action 9

Leadership and Span of Control 12

Leader of Leaders 14

Distributed Leadership in Action 14

Tasks versus Skills 17

Comprehensive Assessment of Leadership for Learning 18

CHAPTER 2 Mapping School Leadership: Research Base and Domains 23

Knowledge Base for the CALL Domains 25

CALL Domains of School Leadership Practice 28

The CALL Survey in Action 34

CHAPTER 3 Domain 1: Focus on Learning 39

1.1 Maintaining a Schoolwide Focus on Learning 43

1.2 Recognition of Formal Leaders as Instructional Leaders 46

1.3 Collaborative Design of Integrated Learning Plan 48

1.4 Providing Appropriate Services for Students Who Traditionally Struggle 50

Putting It All Together to Focus on Learning 53

CHAPTER 4 Domain 2: Monitoring Teaching and Learning 59

A Brief History of Accountability and Schools: Emergence of a New Model of Instructional Leadership 62

Building Information Ecologies to Support Teaching and Learning 66

2.1 Formative Evaluation of Student Learning 67

2.2 Summative Evaluation of Student Learning 71

2.3 Formative Evaluation of Teaching 73

2.4 Summative Evaluation of Teaching 77

Putting It All Together: Information Ecologies for Schools 80

CHAPTER 5 Domain 3: Building Professional Community 87

Designing Professional Community 91

3.1 Collaborative Schoolwide Focus on Problems of Teaching and Learning 92

3.2 Professional Learning 93

3.3 Socially Distributed Leadership 96

3.4 Coaching and Mentoring 97

Putting It All Together: Design as a Model for Building Professional Community 99

Lessons for Building Professional Community in Schools 101

CHAPTER 6 Domain 4: Acquiring and Allocating Resources 107

4.1 Personnel Practices 111

4.2 Structuring and Maintaining Time 115

4.3 School Resources Focus on Student Learning 118

4.4 Integrating External Expertise into the School Instructional Program 120

4.5 Coordinating and Supervising Relations with Families and External Communities 122

Putting It All Together: Acquiring and Allocating Resources 124

CHAPTER 7 Domain 5: Establishing a Safe and Effective Learning Environment 131

The Practices That Matter to Develop Safe and Effective

Learning Environments 134

5.1 Clear, Consistent, and Enforced Expectations for Student Behavior 135

5.2 Clean and Safe Learning Environment 141

5.3 Support Services for Students Who Traditionally Struggle 142

Putting It All Together: Innovative Practices for Building Safe and Effective Learning Environments 148

CHAPTER 8 Mapping Leadership Practice 157

Mapping Leadership Practice 163

Using the CALL Map 169

Charting the Course to Improved Teaching and Learning 171

APPENDIX A CALL Research Publications 173

APPENDIX B Observations about Some Differences in CALL Results between Secondary and Elementary Schools 175

APPENDIX C Description of the CALL Research and Validation Project 181

APPENDIX D CALL Domains 193

REFERENCES 195

INDEX 205