- Paperback: 221 pages
- Publisher: Association for Supervision & Curriculum Development (April 15 2006)
- Language: English
- ISBN-10: 1416603328
- ISBN-13: 978-1416603320
- Product Dimensions: 23 x 15.4 x 1.3 cm
- Shipping Weight: 340 g
- Average Customer Review: 1 customer review
- Amazon Bestsellers Rank: #420,546 in Books (See Top 100 in Books)
The Learning Leader: How to Focus School Improvement for Better Results Paperback – Apr 15 2006
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From the Inside Flap
"We can't do that in our school district."
"I don't have time to add that to my curriculum."
"We're fighting against impossible odds with these students."
Effective school leadership does not have to be a losing battle. In The Learning Leader: How to Focus School Improvement for Better Results, Douglas B. Reeves helps leadership teams go beyond excuses to capitalize on their strengths and reduce their weaknesses. He introduces the Leadership for Learning Framework, which challenges readers to consider that student achievement is more than a set of test scores. Reeves asserts that when leaders focus exclusively on results, they fail to measure and understand the importance of their own actions. Instead, he encourages leaders to use the Leadership for Learning Framework to look deeper into their results. The framework helps leaders distinguish between "Lucky" educators, who achieve high results but don't understand their actions, and "Leading" educators, who achieve high results and understand how their actions influence their success.
From conducting strategic planning to evaluating projects to organizing leadership teams, The Learning Leader will help leaders reconceptualize their leadership role and motivate their colleagues. Reeves urges teachers and administrators to become more efficient and focused leaders, but most important, he charges them to be better educators for their students.
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Most helpful customer reviews on Amazon.com
It gave me some good insight to think about. For example, the ideas that have gone bad in education, that we as educators still mindlessly continue to use.
I won't get into too much detail here. I encourage you to sit down and take a minute to understand how if we change our perspective a bit, we can start to see connects that we might not have noticed before
The book outlines practical school improvement efforts common to highly functioning schools. They consist of the following: cause and effect of adult actions and student achievement results, focus on non-fiction writing, utilization of frequent common assessments, immediate and decisive interventions and constructive use of data--focus on the study of success. An area outlined in the book is the concept of a "knowing-doing" gap where educators often know what to do but are not able to implement or sustain an action or practice as intended. This limitation is often the result of associated myths (discussed within the text) underlying school improvement and the change process connected with school improvement efforts.
The framework discussed in the book is a common sense call to action where educators aspire to make a difference through a process to track actions and the corresponding results. This is a great book for a "summer read" as educators process the potential the coming school year represents regarding student success in their school. It is one of those books you will spend more time processing and grappling with than actual time spent reading.
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