ERIC Number: ED469233
Record Type: RIE
Publication Date: 2001
Reference Count: N/A
Leadership for School Improvement. Revised Edition.
Mayeski, Fran; Gaddy, Barbara B.; Goodwin, Bryan
This monograph serves two purposes: (1) to stimulate further reflection and discussion among education leaders and policymakers to revitalize and strengthen the role that school leaders play in school reform; and (2) to assist researchers in identifying areas of future work. It synthesizes some of the most current literature pertinent to leadership and offers ideas and suggestions that may serve as the basis for further study about the leadership strategies that help bring about meaningful and long-lasting reform. The intent is to identify the major issues involved in developing leaders who sustain effective change. Leaders need to examine carefully whether the changes they are implementing are the best ones for their students in the long run. School leaders also need to balance competing demands and to create environments in which diverse viewpoints can come together to create a common vision for what schools should be. To make and sustain meaningful, long-lasting changes, the conception of what "leadership" means must be expanded from a narrow focus on improving the skills of a single man or woman to the building of the capacity of the community of teachers, students, parents, as well as administrators to lead. (Contains 24 references.) (DFR)
Descriptors: Educational Change, Educational Improvement, Elementary Secondary Education, Leadership, Leadership Qualities, Performance Based Assessment, Public Schools, Research Utilization, Standards
Mid-continent Research for Education and Learning, 2550 South Parker Road, Suite 500, Aurora, CO 80014-1678 ($10). Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org.
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: Practitioners; Policymakers; Researchers
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Continent Research for Education and Learning, Aurora, CO.