Bridging the Leadership Gap: A School Leader's Guide to Balancing Instructional and Managerial Leadership
Edition: 1
Copyright: 2024
Pages: 230
Edition: 1
Copyright: 2024
Pages: 230
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Bridging the Leadership Gap: A School Leader’s Guide to Balancing Instructional and Managerial Leadership is designed to connect theory and practice to build school leadership skills and provide the resources to help create positive and sustainable change in schools and communities while navigating both managerial and instructional leadership.
Effective leadership is crucial to any school's success as a school leader's actions can significantly impact critical factors that contribute to overall school success, such as student outcomes, teacher morale, and community engagement. School leaders are charged with creating a shared vision, managing resources, motivating staff, and many other tasks and responsibilities that lead to school improvement.
This newly released publication includes:
- Focus Questions
- PowerPoint Slides
- Chapter Test Banks
- Key Points
- Chapter Questions
- Critical Thinking and Reflection Questions
- Application Activities
- Case Study Analysis
Chapter 1: Introduction to School Leadership
Learning Objectives
Focus Questions
Introduction
Leadership Theories and Styles
Trait Theory
Practical Implications of Trait Theory
Path–Goal Theory
Transactional Leadership
Transformational Leadership
Contingency Theory
Situational Theory
Summary
Functions of Theory
Provides a Framework for Understanding Schools and School Systems
Organizational Theory
Systems Theory
Cultural Theory
Summary
Fosters Continuous School Improvement
Cognitive Learning Theory
Behaviorism
Constructivism and Schema Theory
Sociocultural Theory
Promotes Equity and Inclusion
Shapes Professional Development
Behaviorism
Cognitivism
Constructivism
Social Learning Theory
Summary
Supports Collaboration and Partnerships
Encourages Innovation and Creativity
Summary
Leadership for Equity
Race
Socioeconomic Status
Gender
Strategies for Promoting Equity Among Students and Staff
Reducing Disparities in Access to Learning Opportunities
Address Implicit Bias Among Educators
Develop Culturally Responsive Curricula
Implementing Culturally Responsive Teaching
Building Strong Relationships With Families
Provide Appropriate Support for Students With Disabilities and Other Challenges
Summary
Relational Leaders
Why Is Relationship Building Crucial in School Leadership?
Data-Based Decision-Making
Key Benefits of Data-Based Decision-Making
Practical Tips for Implementing Data-Driven Decision-Making in Schools
Summary
Navigating the Political Waters
Historical Context
Influence of Federal, State, and Local Governments
Key Stakeholders
Recommendations for Successfully Navigating Politics in Education
Build Strong Relationships
Communicate Effectively
Be Willing to Compromise
Anticipate Potential Challenges
Seek Professional Development Opportunities
Chapter Summary
Case Studies
Case Study #1: Principal Martinez’s Transformational Leadership at Riverside Middle School
Case Study #2: Principal Anderson’s Equity Initiative at Oakwood High School
Chapter 2: Safety and Wellness for School Leadership
Learning Objectives
Focus Questions
Introduction
Examining the Various Threats to School Safety
Violence in Schools
Defining School Safety: Beyond Physical Security
Bullying and Harassment
Safety and Wellness Programs
Benefits of Safety and Wellness Programs
Components of a School Safety and Wellness Program
Implementing a School Safety and Wellness Program
Crisis Planning and Preparedness in Schools
The Need for Crisis Planning and Preparedness
Common Types of Emergencies
Vulnerability of Schools
Reasons for Preparing
Planning for Different Types of Crises
Training and Preparedness
Security Measures
Creating a Culture of Safety and Security
Summary
Chapter Summary
Case Studies
Case Study #1: Lockdown at Lincoln High
Case Study #2: Principal Taylor’s Approach to a Bullying Incident at Maplewood Middle School
Chapter 3: Instructional Leadership and Supervision
Learning Objectives
Focus Questions
Introduction
Instructional Leadership
Autocratic Leadership
Democratic Leadership
Servant Leadership
Laissez-Faire Leadership
Summary
Challenges and Barriers to Instructional Leadership
Instructional Supervision
Supervision Models
Supervision Techniques
Observation
Coaching
Feedback
Curriculum Leadership
The Role of a Curriculum Leader
Curriculum Design and Development
Purposeful, Collaborative, and Sustainable Professional Development
Identifying Teachers’ Professional Development Needs
Professional Development Planning
Challenges in Professional Development Planning
Communities of Practice
Establishing Communities of Practice
Steps in Forming Communities of Practice
Leading Co-Curricular Programs
Chapter Summary
Case Studies
Case Study #1: Principal Gomez’s Coaching Plan for Improving Teaching Effectiveness at Sunnyside Elementary
Case Study #2: Principal Edwards and the Athletic–Academic Synergy Program at Westfield High School
Chapter 4: School Resource Management
Learning Objectives
Focus Questions
Introduction
Importance of Effective School Resource Management
Principles of School Resource Management
Strategic Planning
Importance of Strategic Planning in School Resource Management
Challenges and Drawbacks
Needs Assessment
Collaboration and Stakeholder Involvement
Equity and Fairness
Barriers and Strategies for Overcoming Resistance
Financial Management in Schools
Principles of Financial Management in Schools
Budgeting
Financial Accountability and Reporting
Revenue Generation
Risk Management
School Funding
State Funding
Federal Funding
Strategies for Maximized Fiscal Resources
Human Resources Management
Recruitment, Selection, and Retention
Identifying Staffing Needs
Recruitment
Define a Clear Recruitment Strategy
Utilize Multiple Recruitment Channels
Build Strong Partnerships: Collaborate With Schools and Universities
Diversify the Candidate Pool: Target Underrepresented Groups
Create a Positive Work Environment: Foster a Culture of Support and Collaboration
Streamline the Hiring Process Making It Easier for Candidates to Apply and Interview
Use Data to Inform Recruitment Strategies: Analyze Trends and Adjust Approaches
Selection
Retention
Key Factors Influencing Teacher Retention
Managing Facilities
Planning and Organizing School Facilities
Maintenance and Repair of School Facilities
Ensuring Safety and Security of School Facilities
Allocation and Utilization of School Facilities
Budgeting for School Facilities
Challenges in School Facilities Management
Budget Constraints
Aging Infrastructure
Compliance With Regulations
Managing Auxiliary Services
Chapter Summary
Case Studies
Case Study #1: Principal Johnson and Staff Realignment at Meadowbrook Elementary
Case Study #2: Principal Rodriguez and the Budget Allocation Challenge at Greenfield Elementary
Chapter 5: Building a School Community Through Effective Communication
Learning Objectives
Focus Questions
Introduction
School Climate and Culture
School Culture
School Climate
Benefits of a Positive School Culture and Climate
Impacts of a Negative School Culture and Climate
Keeping Culture and Climate Positive
Communication
Celebration
Fairness
Inclusivity
Accessibility
Stakeholders of the School
Importance of Communication
Types of Communication
Formal
Informal
Ethical Communication
Qualities of Ethical Communication
Tips for Communicating Ethically
Effective Communication
Understanding the Situation
Recognizing Those Involved
Communicating Clearly
Utilizing the Appropriate Method
Respecting Feedback
Meeting vs . Email
Stick to a Schedule
Good and Bad
Pay Attention
Proof and Be Proofed
Chapter Summary
Case Studies
Case Study #1—The New Principal
Case Study #2—The Negative From Within
References
Index
Dr. Summer Pannell is an Associate Professor of Educational Leadership and Program Coordinator of the EdD in Educational Leadership at Stephen F. Austin State University and is the founding director of the National Institute for Restorative Discipline. She has over two decades of experience as an educational leadership faculty member and P-12 administrator and teacher. During her tenure as principal, she received a Champion of Change Award for her school closing achievement gaps and served on collaborative committees to develop statewide principal and teacher evaluation systems. Dr. Pannell holds superintendent, principal, and teacher certification in multiple states and holds a PhD in educational leadership from The University of Mississippi, a master’s degree in curriculum and instruction from Union University, and a bachelor’s in education from Delta State University. Her research mainly centers on school improvement, including the training and evaluation of educational leaders, the enhancement of safety protocols in schools, and the impact of environment and culture on educational environments.
Brian Uriegas, Ed.D is an Associate Professor in the Department of Human Services and Educational Leadership at Stephen F. Austin State University where he teaches in their M.Ed. and Ed.D. programs. Prior to his arrival at SFA, Dr. Uriegas spent 17 years as a teacher, coach, and administrator in Texas public schools. Dr. Uriegas holds a doctorate in Educational Leadership from Texas A&M University-Kingsville, Master’s degree from Southwest Texas State University and Stephen F. Austin State University, and Bachelor’s degrees from the University of Texas at Austin and Stephen F. Austin State University. Brian’s research interests are centered on rural education with foci on post-secondary readiness opportunities for students of poverty, career and technical education, and leadership preparation in the areas of school safety, instructional strategies, and professional development. Dr. Uriegas also sits on the Board of Directors and serves as a consultant for the National Leadership Development Consortium.
Juliann Sergi McBrayer, Ed.D. is an Associate Professor and Co-Director of the National Youth Advocacy and Resilience Research Center at Georgia Southern University. She holds a Doctorate and Educational Specialist from Georgia Southern University, a Master’s degree from Ohio University, and a Bachelor's degree from SUNY College at Buffalo. She has served 20 years as an educational leadership associate/assistant professor, educational program coordinator, instructional school leader, professional development and federal programs coordinator, classroom teacher and teacher leader. As a scholarly practitioner, her research interests include the development, implementation, and assessment of educational leadership and teacher preparation programs with a focus on purposeful, collaborative, and sustainable professional learning programming to ensure effectiveness and accountability.
Bridging the Leadership Gap: A School Leader’s Guide to Balancing Instructional and Managerial Leadership is designed to connect theory and practice to build school leadership skills and provide the resources to help create positive and sustainable change in schools and communities while navigating both managerial and instructional leadership.
Effective leadership is crucial to any school's success as a school leader's actions can significantly impact critical factors that contribute to overall school success, such as student outcomes, teacher morale, and community engagement. School leaders are charged with creating a shared vision, managing resources, motivating staff, and many other tasks and responsibilities that lead to school improvement.
This newly released publication includes:
- Focus Questions
- PowerPoint Slides
- Chapter Test Banks
- Key Points
- Chapter Questions
- Critical Thinking and Reflection Questions
- Application Activities
- Case Study Analysis
Chapter 1: Introduction to School Leadership
Learning Objectives
Focus Questions
Introduction
Leadership Theories and Styles
Trait Theory
Practical Implications of Trait Theory
Path–Goal Theory
Transactional Leadership
Transformational Leadership
Contingency Theory
Situational Theory
Summary
Functions of Theory
Provides a Framework for Understanding Schools and School Systems
Organizational Theory
Systems Theory
Cultural Theory
Summary
Fosters Continuous School Improvement
Cognitive Learning Theory
Behaviorism
Constructivism and Schema Theory
Sociocultural Theory
Promotes Equity and Inclusion
Shapes Professional Development
Behaviorism
Cognitivism
Constructivism
Social Learning Theory
Summary
Supports Collaboration and Partnerships
Encourages Innovation and Creativity
Summary
Leadership for Equity
Race
Socioeconomic Status
Gender
Strategies for Promoting Equity Among Students and Staff
Reducing Disparities in Access to Learning Opportunities
Address Implicit Bias Among Educators
Develop Culturally Responsive Curricula
Implementing Culturally Responsive Teaching
Building Strong Relationships With Families
Provide Appropriate Support for Students With Disabilities and Other Challenges
Summary
Relational Leaders
Why Is Relationship Building Crucial in School Leadership?
Data-Based Decision-Making
Key Benefits of Data-Based Decision-Making
Practical Tips for Implementing Data-Driven Decision-Making in Schools
Summary
Navigating the Political Waters
Historical Context
Influence of Federal, State, and Local Governments
Key Stakeholders
Recommendations for Successfully Navigating Politics in Education
Build Strong Relationships
Communicate Effectively
Be Willing to Compromise
Anticipate Potential Challenges
Seek Professional Development Opportunities
Chapter Summary
Case Studies
Case Study #1: Principal Martinez’s Transformational Leadership at Riverside Middle School
Case Study #2: Principal Anderson’s Equity Initiative at Oakwood High School
Chapter 2: Safety and Wellness for School Leadership
Learning Objectives
Focus Questions
Introduction
Examining the Various Threats to School Safety
Violence in Schools
Defining School Safety: Beyond Physical Security
Bullying and Harassment
Safety and Wellness Programs
Benefits of Safety and Wellness Programs
Components of a School Safety and Wellness Program
Implementing a School Safety and Wellness Program
Crisis Planning and Preparedness in Schools
The Need for Crisis Planning and Preparedness
Common Types of Emergencies
Vulnerability of Schools
Reasons for Preparing
Planning for Different Types of Crises
Training and Preparedness
Security Measures
Creating a Culture of Safety and Security
Summary
Chapter Summary
Case Studies
Case Study #1: Lockdown at Lincoln High
Case Study #2: Principal Taylor’s Approach to a Bullying Incident at Maplewood Middle School
Chapter 3: Instructional Leadership and Supervision
Learning Objectives
Focus Questions
Introduction
Instructional Leadership
Autocratic Leadership
Democratic Leadership
Servant Leadership
Laissez-Faire Leadership
Summary
Challenges and Barriers to Instructional Leadership
Instructional Supervision
Supervision Models
Supervision Techniques
Observation
Coaching
Feedback
Curriculum Leadership
The Role of a Curriculum Leader
Curriculum Design and Development
Purposeful, Collaborative, and Sustainable Professional Development
Identifying Teachers’ Professional Development Needs
Professional Development Planning
Challenges in Professional Development Planning
Communities of Practice
Establishing Communities of Practice
Steps in Forming Communities of Practice
Leading Co-Curricular Programs
Chapter Summary
Case Studies
Case Study #1: Principal Gomez’s Coaching Plan for Improving Teaching Effectiveness at Sunnyside Elementary
Case Study #2: Principal Edwards and the Athletic–Academic Synergy Program at Westfield High School
Chapter 4: School Resource Management
Learning Objectives
Focus Questions
Introduction
Importance of Effective School Resource Management
Principles of School Resource Management
Strategic Planning
Importance of Strategic Planning in School Resource Management
Challenges and Drawbacks
Needs Assessment
Collaboration and Stakeholder Involvement
Equity and Fairness
Barriers and Strategies for Overcoming Resistance
Financial Management in Schools
Principles of Financial Management in Schools
Budgeting
Financial Accountability and Reporting
Revenue Generation
Risk Management
School Funding
State Funding
Federal Funding
Strategies for Maximized Fiscal Resources
Human Resources Management
Recruitment, Selection, and Retention
Identifying Staffing Needs
Recruitment
Define a Clear Recruitment Strategy
Utilize Multiple Recruitment Channels
Build Strong Partnerships: Collaborate With Schools and Universities
Diversify the Candidate Pool: Target Underrepresented Groups
Create a Positive Work Environment: Foster a Culture of Support and Collaboration
Streamline the Hiring Process Making It Easier for Candidates to Apply and Interview
Use Data to Inform Recruitment Strategies: Analyze Trends and Adjust Approaches
Selection
Retention
Key Factors Influencing Teacher Retention
Managing Facilities
Planning and Organizing School Facilities
Maintenance and Repair of School Facilities
Ensuring Safety and Security of School Facilities
Allocation and Utilization of School Facilities
Budgeting for School Facilities
Challenges in School Facilities Management
Budget Constraints
Aging Infrastructure
Compliance With Regulations
Managing Auxiliary Services
Chapter Summary
Case Studies
Case Study #1: Principal Johnson and Staff Realignment at Meadowbrook Elementary
Case Study #2: Principal Rodriguez and the Budget Allocation Challenge at Greenfield Elementary
Chapter 5: Building a School Community Through Effective Communication
Learning Objectives
Focus Questions
Introduction
School Climate and Culture
School Culture
School Climate
Benefits of a Positive School Culture and Climate
Impacts of a Negative School Culture and Climate
Keeping Culture and Climate Positive
Communication
Celebration
Fairness
Inclusivity
Accessibility
Stakeholders of the School
Importance of Communication
Types of Communication
Formal
Informal
Ethical Communication
Qualities of Ethical Communication
Tips for Communicating Ethically
Effective Communication
Understanding the Situation
Recognizing Those Involved
Communicating Clearly
Utilizing the Appropriate Method
Respecting Feedback
Meeting vs . Email
Stick to a Schedule
Good and Bad
Pay Attention
Proof and Be Proofed
Chapter Summary
Case Studies
Case Study #1—The New Principal
Case Study #2—The Negative From Within
References
Index
Dr. Summer Pannell is an Associate Professor of Educational Leadership and Program Coordinator of the EdD in Educational Leadership at Stephen F. Austin State University and is the founding director of the National Institute for Restorative Discipline. She has over two decades of experience as an educational leadership faculty member and P-12 administrator and teacher. During her tenure as principal, she received a Champion of Change Award for her school closing achievement gaps and served on collaborative committees to develop statewide principal and teacher evaluation systems. Dr. Pannell holds superintendent, principal, and teacher certification in multiple states and holds a PhD in educational leadership from The University of Mississippi, a master’s degree in curriculum and instruction from Union University, and a bachelor’s in education from Delta State University. Her research mainly centers on school improvement, including the training and evaluation of educational leaders, the enhancement of safety protocols in schools, and the impact of environment and culture on educational environments.
Brian Uriegas, Ed.D is an Associate Professor in the Department of Human Services and Educational Leadership at Stephen F. Austin State University where he teaches in their M.Ed. and Ed.D. programs. Prior to his arrival at SFA, Dr. Uriegas spent 17 years as a teacher, coach, and administrator in Texas public schools. Dr. Uriegas holds a doctorate in Educational Leadership from Texas A&M University-Kingsville, Master’s degree from Southwest Texas State University and Stephen F. Austin State University, and Bachelor’s degrees from the University of Texas at Austin and Stephen F. Austin State University. Brian’s research interests are centered on rural education with foci on post-secondary readiness opportunities for students of poverty, career and technical education, and leadership preparation in the areas of school safety, instructional strategies, and professional development. Dr. Uriegas also sits on the Board of Directors and serves as a consultant for the National Leadership Development Consortium.
Juliann Sergi McBrayer, Ed.D. is an Associate Professor and Co-Director of the National Youth Advocacy and Resilience Research Center at Georgia Southern University. She holds a Doctorate and Educational Specialist from Georgia Southern University, a Master’s degree from Ohio University, and a Bachelor's degree from SUNY College at Buffalo. She has served 20 years as an educational leadership associate/assistant professor, educational program coordinator, instructional school leader, professional development and federal programs coordinator, classroom teacher and teacher leader. As a scholarly practitioner, her research interests include the development, implementation, and assessment of educational leadership and teacher preparation programs with a focus on purposeful, collaborative, and sustainable professional learning programming to ensure effectiveness and accountability.