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What kind of leadership makes learning possible for all students? How can school leaders help teachers increase their knowledge and improve their instructional abilities? What actions should leaders take to ensure that learning occurs? In Connecting Leadership with Learning: A Framework for Reflection, Planning, and Action, Michael A. Copland and Michael S. Knapp give educational leaders a new way to answer these questions and find solutions perfect for their particular school environment.

Copland and Knapp assert that far too many educational leaders are struggling with outdated curricula, demands that don't align with their school or district goals, and professional meetings that are high on complaints but low on solutions. Instead of prescribing a linear or rigid approach, the authors encourage educators to be attentive and tune into their leadership actions by using the Leading for Learning Framework. The framework provides different vantage points to help leaders reflect on their strengths and weaknesses, plan for improvement, and take actions to foster learning for students, teachers and professionals, and school and district leaders. The Leading for Learning Framework will empower leaders to: Establish a focus on equitable learning. Build professional communities. Engage communities and external partnerships. Act strategically and share leadership. Create coherence in their leadership actions.

The book includes extended case studies, descriptions of 23 different leadership ""pathways,"" and many examples from schools and districts that show the Leading for Learning Framework in action.

There is no magic formula for great school leadership, but Copland and Knapp conclude that magic can happen when leaders reframe their efforts to focus more clearly on learning.

Tabla de contenidos provista por Syndetics

• Acknowledgments(p. vii)
• Preface: A Call for Leadership That Is Focused on Learning(p. ix)
• Part 1 Leading for Learning: Establishing the Foundational Ideas
• 1 Hector's Challenge to Educational Leaders(p. 3)
• 2 Essential Ideas and Tasks for Learning-Focused Leaders(p. 9)
• Part 2 Exploring the Leading for Learning Framework in Practice
• 3 Establishing a Focus on Learning(p. 29)
• 4 Building Professional Communities That Value Learning(p. 43)
• 5 Engaging External Environments That Matter for Learning(p. 56)
• 6 Acting Strategically and Sharing Leadership(p. 71)
• 7 Creating Coherence(p. 87)
• Part 3 The Leading for Learning Framework in Action
• 8 Leading Learning in Schools(p. 104)
• 9 Leading Learning in School Districts(p. 145)
• 10 Using the Framework in Practice and in Leadership Development(p. 171)
• Epilogue: Hector and Mr. G. Revisited(p. 195)
• Appendix Pathways to Learning
• Content, Assessment, and Accountability Pathways(p. 205)
• Professionals and Professional Development Pathways(p. 214)
• Learner and Learner Support Pathways(p. 230)
• Workplace and System Pathways(p. 242)
• Methodological Notes(p. 259)
• References(p. 264)
• Index(p. 271)
• About the Authors(p. 279)

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CHOICE Review

Copland and Knapp (Univ. of Washington) provide brief but knowledgeable descriptions of the unique, complex, and daunting obstacles faced by school leaders bent on raising student achievement. In so doing, they also cite the lack of effective strategies for improving learning and offer their Leading for Learning Framework as a way forward. Their comprehensive framework is artfully presented as a vehicle for ensuring that all pupils reach high educational standards, and is amply illustrated with informative examples, case reports, and insights. Leadership for Learning is directed at the student, professional, and system levels and occurs through five domains: (1) focus on learning, (2) professional communities, (3) external environments, (4) strategic actions and leadership sharing, and (5) coherence within and among the three levels of learning. The framework can be used as a text for practitioner self-study and reflection, a planning guide for strategic decision making, and a guide for the design of school administrator professional development and preparation programs. An instructive appendix details 23 pathways with the potential to improve learning. Summing Up: Highly recommended. Graduate students through faculty. J. House University of Central Florida