Connecting Leadership with Learning: A Framework for Reflection, Planning, and Action

Connecting Leadership with Learning: A Framework for Reflection, Planning, and Action

Connecting Leadership with Learning: A Framework for Reflection, Planning, and Action

Connecting Leadership with Learning: A Framework for Reflection, Planning, and Action

Synopsis

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.

Excerpt

Most of the current education workforce matriculated into a system of public schools that, over the past 100 years, became good at meeting the needs of some children. The system we inherited was designed to sort and select students through various mechanisms that produced high-quality learning for some students (maybe even most students in privileged communities) and weeded out the rest. Today, however, whether or not we agree with the politics that have shaped recent education policy, one thing is clear: the imperative to ensure that all children learn to high standards is inescapable. Merely meeting the needs of some students is no longer good enough for today's public schools.

For school and school system leaders, under ever increasing pressure and often diminishing support, simply hunkering down and doing more of the same isn't likely to bring about necessary change in student achievement. The tasks that educational leaders face, however, are often complex and unrelated to student achievement. Even with enough time to focus, many school and district administrators report that their time continues to be consumed by matters unconnected to learning improvement. How can . . .

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