ERIC Number: ED479071
Record Type: RIE
Publication Date: 2002-Oct
The Daily Disciplines of Leadership: How To Improve Student Achievement, Staff Motivation, and Personal Organization. The Jossey-Bass Education Series.
Reeves, Douglas B.
This guide is intended to be a practical primer to help education leaders meet the daily challenges of school leadership. It shows how to include leadership in an integrated system of educational accountability, teaching, and curriculum for student achievement; how to do away with ineffective, obsolete, and unnecessary practices; and how to develop the skills to evaluate, coach, and groom new leaders. The book concentrates on five important areas for senior leaders and policymakers: (1) how to create change even if there is initially no consensus in favor of change; (2) how to create a leadership profile, using the Leadership and Learning matrix, that allows leaders to analyze decisions and focus energies; (3) how to manage time; (4) how to create a new accountability system that goes beyond the traditional dependence on tests scores; and (5) how to identify the next generation of educational leaders and to begin the mentoring process. The book contains some two dozen figures, graphs, and charts to illustrate important points; a subject index; and appendices that contain worksheets, matrices, checklists, and forms for day-to-day management. (WFA)
Descriptors: Academic Achievement, Accountability, Administrator Characteristics, Administrator Effectiveness, Administrator Role, Administrators, Educational Administration, Educational Improvement, Elementary Secondary Education, Instructional Leadership, Leaders Guides, Leadership Qualities, Principals, Strategic Planning, Superintendents, Teacher Administrator Relationship, Time Management
Jossey-Bass, a Wiley imprint, 989 Market Street, San Francisco, CA 94103-1741 ($27). Tel: 800-956-7739 (Toll Free); Fax: 317-572-4002; Web site: http://www.josseybass.com.
Publication Type: Books; Guides - Non-Classroom; Tests/Questionnaires
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Authoring Institution: N/A