Additional information
by Richard Halverson (Author), Carolyn Kelley (Author)
Drawing on twenty years of research in school effectiveness, this book presents a distributed model of task-based school leadership that leads to continuous school improvement. The book outlines the tasks school leadership teams must focus on to improve teaching and learning, grouped into the following five domains:
- Focus on Learning
- Monitoring Teaching and Learning
- Building Nested Learning Communities
- Acquiring and Allocating Resources
- Maintaining a Safe and Effective Learning Environment
Back Jacket
YOUR TEAM'S MAP TO GREAT SCHOOL LEADERSHIP
Drawing on twenty years of research in school effectiveness, this book presents a distributed model of school leadership that leads to continuous school improvement. Leadership teams must manage tasks in five domains: Focus on Learning, Monitoring Teaching and Learning, Building Nested Learning Communities, Acquiring and Allocating Resources, and Maintaining a Safe and Effective Learning Environment.
Recognizing that the principal is one actor in a complex web of activity, the focus is on a range of leadership and instructional practices to be shared across the team (including assistant principals, counselors, and teachers). The tasks are proven to contribute to improved student learning. The book is connected to the CALL (Comprehensive Assessment of Leadership for Learning), the in-depth assessment that leadership teams use to diagnose a school's effectiveness.
PRAISE FOR MAPPING LEADERSHIP
"Mapping Leadership is a thoroughly readable, practical guide that makes sense of a large body of research on school leadership. It moves attention away from the leader as an individual to the developer of systems of collaboration. Using tangible examples, the book vividly demonstrates the process of school improvement."
--ELAINE ALLENSWORTH, Lewis-Sebring Director, University of Chicago Consortium on School Research
"The depth and utility of this book are incredible. The CALL surveys exemplify a range of possible practices. This book is a gift to the field of educational leadership. I can't recommend it highly enough."
--DR. SCOTT McLEOD, Associate Professor, University of Colorado Denver, and Founding Director, CASTLE
"This book is an invitation to explore distributed leadership and to develop the practices necessary for growing capacity and improving learning for all. I can't imagine a better guide for any leader wanting to think and act differently. The book is your map for an improved future."
--PATRICIA NEUDECKER, Director, Administrative Leadership Programs, School of Education, Alverno College, Milwaukee, Wisconsin
Author Biography
RICHARD HALVERSON is a Professor of Educational Leadership and Policy Analysis in the University of Wisconsin-Madison School of Education. Rich co-directs the Wisconsin Collaborative Education Research Network and the Comprehensive Assessment of Leadership for Learning project, and was a co-founder and co-director of the Games + Learning + Society Research Center. He is a former high school teacher and administrator. He is co-author (with Allan Collins) of Rethinking Education in the Age of Technology.
CAROLYN KELLEY is Senior Associate Dean for Academic Programs in the School of Education at the University of Wisconsin-Madison, and the Jim and Georgia Thompson Distinguished Professor of Education in the Department of Educational Leadership and Policy Analysis. She co-directs the Comprehensive Assessment of Leadership for Learning project, and is co-author (with Jim Shaw) of Learning First!.
