The Principalship A Reflective Practice Perspective, Loose-Leaf Version

Note: This is the loose-leaf version of The Principalship and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0133847020.

The new Seventh Edition of the widely popular text from Sergiovanni and Green, The Principalship, gives readers an authoritative look at where and how principals spend their time, standards that inform their behavior, and the competencies they need to master in order to be effective. In it, a new theory for the principalship is advocated that encourages practitioners and students to aspire to the highest good for themselves and all stakeholders. The book addresses today’s most current issues; includes updated research on the principalship; features video clips and Self-Check Quizzes (in the Pearson eText only) and scenarios illustrating important concepts; and continues to focus on leadership as a moral craft that advocates imagination, creativity, and ethical integrity. The Enhanced Pearson eText features embedded video and assessments.

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Thomas J. Sergiovanni is Lillian Radford Professor of Education at Trinity University, San Antonio, Texas, where he teaches in the school leadership program and in the five-year teacher education program. Prior to joining the faculty at Trinity, he was on the faculty of education administration at the University of Illinois, Urbana-Champaign, for 19 years, and he chaired the department for 7 years. A former associate editor of Educational Administration Quarterly, he serves on the editorial boards of “Journal of Personnel Evaluation in Education and Catholic Education: A Journal of Inquiry and Practice”. Among his recent books are Moral Leadership (1992), Building Community in Schools (1994), Leadership for the Schoolhouse (1996), The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in Our Schools (2000), Strengthening the Heartbeat: Leading and Learning Together in Schools (2005), Supervision: A Redefinition (2007), and Rethinking Leadership (2007).

Reginald Leon Green is Professor of Educational Leadership at the University of Memphis. Prior to joining the faculty at the University of Memphis, he was on the faculty of educational administration at Wright State University, Dayton, Ohio. Earlier, Dr. Green served at the teacher, principal, deputy superintendent, and superintendent levels of elementary and secondary education. In 1977, Dr. Green was one of five educators chosen nationally to participate in the Rockefeller Foundation's Superintendency Preparation Program; and in 1996, he was selected as an Associate to the Institute for Educational Renewal, under the leadership of Dr. John Goodlad. 

Most recently, Dr. Green published the 4th edition of the book entitled, Practicing the Art of Leadership: A Problem-Based Approach to Implementing the ISLLC Standards and the first edition of The Four Dimensions of Principal Leadership: A Foundation for Leading 21st Century Schools. He has also authored a book on inner-city education, as well as various articles concerning such topics as: educational restructuring, primary grade restructuring, gang violence, and other contemporary educational issues.  He has completed national inquiries into nurturing characteristics that exist in schools and standards and assessment measures being established as part of school renewal.  This work lead to the development of the Center for Urban School Leadership where Dr. Green administered programs for five (5) years to prepare principals for leading urban schools using a non-traditional approach. Currently, Dr. Green teaches courses in educational leadership with a focus on instructional leadership, school renewal, and models for turning around low performing schools.

Part 1 The Moral Dimension

Chapter 1 Setting the Stage: Administering as a Moral Craft

Part 2 Toward a New Theory of Principal Leadership

Chapter 2 The Principal's Job Today and Tomorrow

Chapter 3 The Limits of Traditional Management Theory

Chapter 4 A New Theory for the Principalship

Chapter 5 The School as a Moral Community

Part 3 Providing Leadership

Chapter 6 The Forces of Leadership and the Culture of Schools

Chapter 7 The Stages of Leadership: A Developmental View

Chapter 8 Leading in a Community of Leaders

Part 4 Instructional Leadership

Chapter 9 Characteristics of Successful Schools

Chapter 10 Becoming a Community of Mind

Chapter 11 Teaching, Learning, and Community

Chapter 12 Instructional Leadership, Supervision, and Teacher Development

Chapter 13 Clinical Supervision, Coaching, Peer Inquiry, and Other Supervisory Practices

Part 5 Motivation, Commitment, and Change

Chapter 14 Motivation, Commitment, and the Teacher's Workplace

Chapter 15 The Change Process

Glossary

References

Index

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