Fundamental Concepts of Educational Leadership and Management

Description

New!  Keying to ISLLC Standards: Since most students taking an introductory course in school administration are intending a career path in the public sector and will be in need of state licensing, the linking of the concepts presented in the book with likely licensing requirements is important to both students and instructors.

 

New! Summary listing of Fundamental Concepts discussed chapter by chapter. Instructors desiring to build a segment or unit around a particular ISLLC Standard or Knowledge Indicator can easily identify relevant supporting sections of the text using the frontpiece table. The listings provide Students with a summary of the key concepts discussed in each chapter.

 

New! Activities and Case Studies as instructional aids have been embedded in boxes in the text of each chapter with related discussions instead of at the end as in previous editions. Many of the activities are of a nature that the student can complete them as reinforcement before continuing to the next section of the text. The relevant ISLLC Knowledge, Dispositions, and Performances indicators are reported for each activity.

 

New! Numerous Internet Resources are brought to readers’ attention. This usually takes place through the activities, but occasionally in the text, itself.Through consulting the source directly, the student can gain additional—and updated—information on the topic. The design and content of the website also provides students with insights into the philosophy and style of the sponsor.

In a time of high educational expectations and professional accountability, today’s educational leaders must possess a broad variety of skills that enable them to function comfortably and effectively in changing environments and under highly politicized conditions. The mission of Fundamental Concepts of Educational Leadership is to foster understanding of this reality among those preparing for administrative and managerial careers in pre-colligate educational institutions and to help them develop the skills necessary for working effectively within those environments.

This text emphasizes an action-research approach that is more eclectic and practical than ideological — compelling readers to think critically about the theoretical underpinnings of current educational practice and motivating them to solve problems using sensible, realistic alterative approaches.

The revised third edition of this text includes a number of new tools — such as activities, case studies, and instructional aids — which encourage active learning as well chapter review and reinforcement. The new edition also includes a table at the front of the text that links ISLLC standards with the corresponding discussion in within the book.

    In a time of high educational expectations and professional accountability, today’s educational leaders need to possess a broad variety of skills that enable them to function comfortably and effectively in changing environments and under highly politicized conditions. Under these circumstances, change is the only constant. The mission of this book is to foster understanding of this reality among those preparing for administrative and managerial careers in pre-collegiate educational institutions and to help them develop skills necessary for working competently within those institutions.

    This text is eclectic in approach, not ideological, and emphasizes an action-research perspective that compels readers to consider critically the theoretical underpinnings of current educational practice and motivates them to seek practical alternative approaches to solving both common and unique problems.

    This book addresses general principles underlying the knowledge base of leadership and management as specifically applied to educational institutions. It stirs learners’ thoughts through the review of scholarship in a wide range of areas, encouraging them to critically consider the theoretical underpinnings of administrative practice.

Part I The Context of Educational Leadership

Chapter 1 The Imperative for Educational Reform

Adapting to a Global Society

Causes for Concern

International Comparisons of Academic Achievement

National Assessment of Educational Progress (NAEP) Trends

Links between Education and Economic Considerations

Family and Peer Influences on School Success

The Education Reform Movement

Waves of Educational Reform

Emerging Patterns of Reform

The Scope and Structure of School Governance

The Historical Development of Public Education

The Current Organization of School Governance

Summary and Fundamental Concepts

References

Chapter 2 The Power of Systems Thinking for Educational Change

Introduction

Background

Conceptualizing Systems

The Development of Systems Thinking

Systems Definitions

Systems Frameworks

Systems Properties Explored

Other Properties of Systems

Complex Systems

Organizational Implications of Systems Thinking

Groundbreaking: Early Organizational Theories

Changes in Management Roles and Contexts

Organizational Change

Contingency Theory

Misconceptions About Systems Thinking

Systemic Interventions

Feedback Requirements

Looking Toward the Future

Unrest in Organizations

Regulating Variety in Organizations

Metaphor and System Modeling in Educational Administration

Liberating Systems Theory: The Critical Stance

Summary and Fundamental Concepts

Case Study

References

Chapter 3 Schools as Organizational Systems

Introduction

Ways of Thinking about Organizations

Systems Thinking and Learning Organizations

Systems Thinking in Education

Learning Organizations

Internal Processes of Organizations

Decision Making

Leadership

Communications

Change

Other Characteristics of Organizations

Power

Culture

Size, Structure, and Complexity

Organizational Health and Effectiveness

Images of Organizations

The Machine Metaphor

The Organism Metaphor

The Brain Metaphor

Metaphors of New Science

Self-Organizing Organizations

Reflections on Organizational Theory and Practice

Conflicts Between Theory and Practice

Psychic Prisons

A Fruitful Field for Further Study

Summary and Fundamental Concepts

Case Study

References

Part II: Functions of Leadership in Learning Organizations

Chapter 4 Leadership for Learning Organizations

Leadership or Management

Conceptualizing Leadership

Background

Leadership Trait Theories

Behavioral Theory

Power Influence

Leadership Styles

Contingency Theories and Models

Situational Determinants Theories and Models

Transformational and Transactional Leadership

Multiple Approaches to Leadership

Leadership within a Cultural Context

Women in Authority

Leadership for Sustainable Change

A New Paradigm for Leadership

Summary and Fundamental Concepts

Case Study

References

Chapter 5 Human Relations: The Base for Educational Leadership

Introduction

The Development of Human Relations Concepts

The Stage of Classical Thinking (Pre-1930’s)

The Stage of Systematic Development (1930-1950)

The Stage of Teaching and Practice (1950-1960)

The Stage of Refinement (1960-1970)

The Stage of Decline (1970-1980)

The Stage of Evolving (1980- Present)

Conceptualizing Human Relations Theories

Definitions of Human Relations

Optimistic Assumptions of Human Nature

Clinical and Ethical Dimensions

The Importance of Human Needs

Human Motivation and Human Behavior

The Role of Motivation in Performance

Morale and Productivity

The Significance of Informal Organizations

The Application of Human Relations Concepts

Theoretical Perspectives of Human Relations

Human Nature

Theory X and Theory Y

Pygmalion Leadership

Human Motivation

Process Models

Expectancy Models

Behaviorist Models

Social Learning Models

Content Models

Common Human Needs

Leadership Considerations

Motivation at Work

Morale in Organizations

Major Morale Factors

Morale, Job Satisfaction, and Productivity

Approaches to Studying Morale

The Quality of Work Life

Informal Organizations

Informal Leaders

The Effects of Informal Organizations

The Inevitability of Informal Organizations

Human Relations Theory in Educational Administration

Democratic Educational Administration

The Human Relations Movement in Education

From Democratic Administration to Human Relations Management

The Effects of the Human Relations Movement on Educational Administration

A New Frame of Leadership

A New Paradigm for Educational Leadership

A Motivational Model for Educational Leadership

Contemporary Issues in Human Relations

Summary and Fundamental Concepts

Case Study

References

Chapter 6 Communication: The Breath of Organizational Life

Introduction

Systemic Metaphors of Communication

Theory Building and Judgment

Diversity in Communication Theories: A Twenty-First Century Paradox

Theory Genres in Communication

Metaphors and Assumptions in Organizational Communication

Distinguishing Features of Organizational Communication

Factors Affecting Clarity, Credibility, and Directionality of Organizational Messages

Types of Message Directionality

Other Factors Affecting Organizational Communication

A Sampling of Approaches to Organizational Communication

Structural and Functional Approaches

Behavioral Approaches

Approaches Related to the Process of Organizing

Socio-psychological Perspective on Individual Communication in Organizations

Pathways to the Future

Synthesizing Known Principles of Organizational Communication

Combining the Metaphors

Moving Forward: Potential New Directions

Creating Effective Communication in an Organization

Summary and Fundamental Concepts

Case Study

References

Part III. Values, Analysis, and Information

Chapter 7 The Impact of Personal Values on Decision Outcomes

Introduction

Philosophical Guides to Leadership

Idealism

Liberalism/Libertarianism

Realism, Logical Positivism, and Postpositivism

Pragmatism

Critical Theory

Interpretivistic Theory/Constructivism

Existentialism

Implications for Inquiry and Practice

Value and Value Systems

Values Defined

Values and Archetypes of Leadership

Values as Part of Organizational Cultures

Organizational Leadership: Values and Vision

Values, Democracy, and Followership

Metavalues

Values Analysis

Reflection in Practice

Identifying Theories-in-Practice of Organizations

Value Analysis of Problems

Inquiry into Educational Issues

Paradigms of Inquiry

Inquiry and Educational Administration

Quandaries of Inquiry

Simple to Complex

Heirarchical to Heterarchical

Determenacy to Indetermenacy

Linear Causality to Mutual Causality

Assembly to Morphogenesis

Objective to Perceptual

Inquiry Processes and the Paradigm Debates

Summary and Fundamental Concepts

Case Study

References

Chapter 8 Evaluation

Introduction

Background

Educational Evaluation: A Brief History

The Early Beginnings of Evaluation

The Modern Development Stages of Evaluation

The Basic Aspects of Educational Evaluation

Commonality Within Diversity

Evaluation Modes and Purposes

Evaluation Targets and Processes

Evaluation Perspectives and Models

Applications of Educational Evaluation

Evaluation:Teachers

Perspectives on Teaching and Teacher Evaluation

Purposes of Teacher Evaluation

Teacher Evaluation Methods

Teacher Evaluation Models

Evaluation: Administrators

Purposes of Administrative Evaluation

Principles of Administrative Evaluation

Administrative Evaluation Models

Program Evaluation

Perspectives on Program Evaluation

Program Evaluation Approaches and Models

Examples of Program Evaluation Models

Standards and Requirements for Educational Evaluation

Requirements for Conducting Evaluations

Evaluation and Accountability

The Future

Summary and Fundamental Concepts

Case Study

References

Chapter 9 The Role of Information Technology

Types of Information Systems and Their Uses

Informal Information Systems

Formal Information Systems

Types of Information Systems

Integrated Information Systems

Using Information Systems

The Role of Information Technology in Instruction and Learning

Technological Change and Education

Emerging Information Age Schools

Personalization/Individualization of Instruction

New Roles for Teachers and Other Staff

Prototype and Implemented Integrated Information Systems to Manage Individualized Instruction

The Information Age System

The Breakthrough System

Making Schools Smarter System

Student@Centre Internet and CASE21

Summary and Fundamental Concepts

References

Part IV: Decision Making

Chapter 10 Educational Policy Formulation in a Mixed Economy

Education: A Public and Private Good

The Influence of the Marketplace on Public Policy

The Free Market

Government and the Market

Issues Involved in Governmental Intervention

When Should the Government Intervene?

External Economics

Extraordinary Risks

Natural Monopolies

Other Reasons for Intervention

Alternative Methods of Governmental Intervention

Allocation of Authority among Levels of Government and Individuals

Models of Political Decision Making

Institutionalism

Systems Theory

Incrementalism

Group Theory

Elite Theory

Rationalism

Distinctions between Judicial and Legislative Influence on Educational Policy Formulation

Impact of Collective Bargaining on Policy Formulation

Examining Educational Reform Efforts within Political Frameworks

Reform at the District Level

Edmonton

Chicago

Houston

Seattle

State Level Reforms

Kentucky

Summary and Fundamental Concepts

References

Chapter 11 District and School-Based Decision Making: Strategy Formation and Planning

Introduction

Decision-Making Models

Normative Models

The Economic Model

The Expected Utility Model

Descriptive Models

The Administrative Model

Idiographic Factors that Influence Decision Making

Decision-making Heuristics and Biases

Representativeness

Anchoring and Adjustment

Confirmation Bias

Hindsight Bias

Group and Participative Decision Making

Common Errors in Administrative Decision Making

The Implications of Systems Theory and Decision Making

Strategy Formation and Planning at the District and School Levels

Strategy Formation

Visioning

Mission Statements

Belief Statements

Strategic Policies

Planning

Intermediate Planning

Internal and External Analyses

Gap Analyses

Strategic Objectives

Integrated Action Plans

Tactical Planning Including Budgeting

Tactical Planning

Budgeting

School-Based Decision Making

Arguments for Administrative Decentralization

School-Level Strategy Formation and Planning

School Based Budgeting

Summary and Fundamental Concepts

Case Study

References

Chapter 12 The Allocation of Resources to and within Educational Organizations: Adequacy, Equity, and Efficiency

Equity in the Allocation of Resources to Schooling

The Extent of Inequities in Resource Allocation

Intra-district Equity Studies

Summary of Horizontal Equity Considerations

Defining and Measuring Adequacy

Econometric Approaches

Empirical Approaches

Using Whole School Reform Models and Professional Expertise

Promoting High Student Achievement Efficiently

External Efficiency

Rate of Return Approach

Internal Efficiency

Context

Education Production Functions

Production Functions Explained

Illustrative Production Functions Studies

Technical Efficiency

Effective Schools Research

Evaluation Studies

School Reform Networks

Economies and Diseconomies of Scale

Aligning Economic and Technical Efficiency

Current Practice

Rethinking the Allocation of Teacher Resources

Summary and Fundamental Concepts

References

Part V: Implementation of Systemic Change

Chapter 13 Systemic Change

Introduction

Basic Issues

What Is Change?

Types of Change

Resistance to Change

Theoretical Implications of Change

Strategies for Change

Models for Planned Change and Their Use

Problem-Solving Models

Research—Development—Diffusion—Utilization Models

Social Interaction Models

Linkage Models

Organizational Variables within Models

Leadership and Change

What Is a Change Agent or Change System?

Characteristics of Effective Change Agents

Functions of Effective Change Agents

Managing Planned Change

Decision Making

Effecting Educational Change

Models for Educational Change

Phases of Educational Change

Effective Change Agents in Schools

Planning for a Changing Future in Education

The Fate of Educational Changes

Problematic Features of Change

Challenge and Opportunity

Summary and Fundamental Concepts

Case Studies

References

Chapter 14 Educational Leadership in a Flat World

The Challenge

Responses to the Challenge

Structural Reform

Standards-Based Accountability

Parental Choice of Schooling

School-Based Decision Making

School Reforms

Whole-School Reform

Small Schools

Extended School Day and Year

Curricular Reforms

Subject Matter

Individualized Instruction

Professional Development

Critique of the Reform Efforts

Systems Theory as a Guide for Education Leaders

Implications for Persons in Leadership Positions in Education

Coordinating a System of Schools

Transformational Leadership

Moral Leadership

Visioning

School Culture and Participatory Democracy

Parting Thoughts

References

Name Index

Subject Index

Leading students to a clear and comprehensive understanding of the field’s basic issues, Fundamental Concepts of Educational Leadership and Management, Third Edition takes a realistic and practical approach to leadership training. Eclectic in approach, this text emphasizes an action-research perspective, compelling readers to think critically about the theoretical underpinnings of current educational practice and motivating them to solve problems using sensible, realistic alternative approaches.

 

In a time of high educational expectations and professional accountability, today’s educational leaders must be able to function comfortably and effectively in changing environments and politicized conditions. Linking theory with practice, Fundamental Concepts of Educational Leadership and Management, Third Edition gives those preparing for administrative and managerial careers in the K-12 community the skills to decide upon relevant action under novel conditions; the ability to understand the issues and processes found in educational institutions; and the knowledge to include originality and collaboration in designing strategic policies.

 

New to the third edition:

• New!  A key to ISLLC Standards assists students in preparing for state licensing by linking the concepts presented in the book with licensing requirements.
• New! A summary of Fundamental Concepts discussed chapter by chapter provides students with a helpful list of key themes and ideas. Table P.1 in the front of the text allows instructors to build units around a particular ISLLC Standard or Knowledge Indicator by identifying relevant supporting sections.
• New! Embedded activities and case studies appear in boxes throughout the text allowing students to think critically about the subjects at hand and reinforce comprehension of new information.
• New! Internet resources are brought to the attention of readers, giving students the chance to gain additional and updated information on the topics under discussion.

• Keying to ISLLC Standards – A table printed on the front piece shows the location where the knowledge indicators for each standard are discussed chapter by chapter.
• Summary of Fundamental Concepts – discussed at the end of each chapter (except Ch. 14).
• Activities and Case Studies – are embedded in the text of each chapter with related discussions.  These provide reinforcement to the student before continuing to the next section of the text.
• Internet Resources – helps students gain additional and updated information on the topic.  The design and content of the websites also provide students with insights into the philosophy and style of the sponsor.