The Jossey-Bass Reader on Educational Leadership -- Contents -- Sources -- About the Editor -- About the Authors -- Introduction -- Acknowledgments -- Part One: The Principles of Leadership -- 1. "Give Me a Lever Long Enough . . . and Single-Handed I Can Move the World" -- Disciplines of the Learning Organization -- The Fifth Discipline -- Metanoia-a Shift of Mind -- Putting the Ideas into Practice -- Discussion Questions -- Notes -- 2. The Nature of Leadership -- Distinctions -- Leaders and Managers -- The Many Kinds of Leaders -- Leaders and History -- Settings -- Judgments of Leaders -- Devolving Initiative and Responsibility -- Institutionalizing Leadership -- Discussion Questions -- References -- 3. The Unheroic Side of Leadership -- Today's Top Tune -- Developing a Shared Vision -- Asking Questions -- Coping with Weakness -- Listening and Acknowledging -- Depending on Others -- Letting Go -- Notes -- Discussion Questions -- References -- 4. Becoming a Trustworthy Leader -- Trustworthy School Leadership -- Visioning -- Modeling -- Coaching -- Managing -- Mediating -- Successful Schools -- Putting It into Action -- Discussion Questions -- References -- 5. Presence -- The Ethics of Presence -- The Link Between Responsibility and Authenticity -- Types of Presence -- Affirming Presence -- Critical Presence -- Enabling Presence -- Responsibility, Authenticity, and Presence -- Discussion Questions -- References -- 6. Educational Leadership Policy Standards: ISLLC 2008 -- Introduction -- Policy Standards: Building a Better Vision for Leadership -- Responding to the Field -- Developing the Policy Standards -- Research Offers New Insight on Education Leadership -- Effective Leaders Promote Better Teaching -- A Comprehensive Strategy to Improve Education Leadership Strategy -- Training Programs with Established Performance Expectations.

Licensing and Induction -- Evaluating Performance -- Supporting Leaders Throughout the Career Continuum -- Improving Working Conditions -- Educational Leadership Policy Standards -- Standard 1 -- Standard 2 -- Standard 3 -- Standard 4 -- Standard 5 -- Standard 6 -- Discussion Questions -- References -- Part Two: Leadership for Social Justice -- 7. Lessons Learned -- Leading Lessons in a Rubric -- Making Meaning of the Rubric -- Reflection -- Reflection -- Leading Lesson Learned -- Reflection -- Discussion Questions -- References -- 8. A New Way -- Leading Collectively for Change -- Relational Power -- Social Network Theories and Change -- Fluid Lines of Communication -- The Power of Cognitive Shifts -- Stages of Cognitive Shifts -- Framing Problems -- Framing Possible Solutions -- Framing the Constituency -- Discussion Questions -- References -- 9. Why G Quotient Leadership Works -- It's a Brand New Neighborhood -- Inclusion Is Profitable -- Happiness Matters -- Advancing a New Type of Power -- Mistakes Can Lead to Innovation -- Employees Need to Own Their Jobs -- Discussion Questions -- Notes -- 10. Engaging in Educational Leadership -- Introduction -- Literature Review -- The Story and the Key Principles of Engaging in Leadership -- The Concept of Ha -- The Concept of Place -- The Sacredness of Relations and Mana -- The Concept of Individual Generosity and Collective Action -- From Epistemology to Community Praxis: A Model for Engaging in Leadership -- Methods: Sharing the Life-Soul Stories of Indigenous Educational Leaders -- Wave Leader -- Light Leader -- Sound Leader -- Engaging in Leadership Leads to Self-Determination -- Concluding Thoughts -- Discussion Questions -- Notes -- References -- 11. The Role of Special Education Training in the Development of Socially Just Leaders -- Unmet Needs: A Review of the Literature.

Special Education Training: A Critical Skill for School Administrators -- Limited Access: The Scarcity of Programs -- Limited Knowledge: Personal Experience and Accountability -- Educational Leadership Program Standards: Where Special Education Meets Social Justice -- The ELCC Standards: Bridging the Gap with Special Education -- A Challenging Task: Building an Equity Consciousness for School Leaders -- Social Justice, Special Education, and Special Education Law: Tying It All Together -- Special Education Law and Equity: What Cannot Be Ignored -- Concluding Thoughts and Recommendations for Future Action -- Discussion Questions -- Declaration of Conflicting Interests -- Funding -- References -- Part Three: Culture and Change -- 12. Culture in Question -- Nondiscussables -- Changing the Culture -- Learning Curves off the Chart -- A Community of Learners -- At-Risk Students -- The Lifelong Learner -- Discussion Questions -- Notes -- 13. Introduction -- Neither Theory nor Action -- One Big Caution -- Theories That Travel -- Using a Good Theory -- Discussion Questions -- References -- 14. Conclusion -- Hold High Expectations for All Our Students -- Involve Building and Central Of.ce Administrators in Instruction -- Choose a Priority and Stay Relentlessly Focused on It -- Foster a Widespread Feeling of Urgency for Change -- Encourage a New Kind of Leader -- Develop a New Kind of Administrative Team -- Leadership Practice Communities: A Personal Learning Challenge -- Definitions for Change -- Shining a Broader Light on Change -- Implications for the Change Leader: Toward Adaptive Work -- Embrace the Fuller Picture -- Set an Example -- Encourage Others to Take Up Their Own Personal Learning Work -- Welcome Contradictions -- Create Organizations That Increase Personal Capacities -- Concluding . . . or Commencing? -- Discussion Questions -- Notes.

15. How to Reach High Performance -- Rational School Conditions -- Emotional School Conditions -- Organizational Conditions -- Family and Community Conditions -- Alignment of Conditions -- Discussion Questions -- References -- 16. Eight Roles of Symbolic Leaders -- Reading the Current School Culture -- Shaping a School Culture: The Roles of School Leaders -- School Leaders as Historians -- School Leaders as Anthropological Sleuths -- School Leaders as Visionaries -- School Leaders as Symbols -- School Leaders as Potters -- School Leaders as Poets -- School Leaders as Actors -- School Leaders as Healers -- Discussion Questions -- References -- 17. Risk -- A Culture of Caution -- How Much Am I Prepared to Risk? -- Risk-Taking and Learning -- Take a Risk -- Discussion Questions -- Note -- Part Four: Leadership for Learning -- 18. Three Capabilities for Student-Centered Leadership -- Applying Relevant Knowledge -- Applying Relevant Knowledge to Decisions About Classroom Observation -- Applying Relevant Knowledge to Decisions About Curriculum Selection and Student Grouping -- Solving Complex Problems -- Creating a Satisfactory Solution -- Leading the Problem-Solving Process -- Building Relational Trust -- The Determinants of Trust -- Building Trust While Tackling Tough Issues -- From Closed-to-Learning Conversations (CLCs) to Open-to- Learning Conversations (OLCs) -- The Key Components of an Open-to-Learning Conversation -- Summary -- Discussion Questions -- References -- 19. The Leader's Role in Developing Teacher Expertise -- Making the Case for Instructional Expertise -- It Takes Expertise to Make Expertise -- Building Shared Understanding -- Conclusion -- Discussion Questions -- References -- 20. Managing School Leadership Teams -- Choosing Leaders -- Training Your Team -- Start with the Leader's Schedule -- Launch the Initial Training.

Offer Refreshers Throughout the Year -- Leveraging Leadership Team Meetings: Iron Sharpens Iron -- Common Errors of Leadership Team Meetings -- Redefining the Leadership Team Meeting -- Evaluate What Matters Most -- Conclusion: Leader Support, Student Success -- Discussion Questions -- 21. How to Harness Family and Community Energy -- What Do We Know from Prior Research? -- Creating Democratic Structures -- District and School Characteristics That Support or Inhibit Family and Community Participation -- Family Engagement and Student Learning -- New Evidence for This Chapter -- Method -- Which District Policies and Practices Foster or Hinder Family and Community Engagement at the District and School Levels? -- How Do Districts Influence the Level of Community Engagement in Schools? -- How Do Participatory and Collective Leadership Structures Relate to Student Learning? -- What Might We Conclude? -- Implications for Policy and Practice -- Discussion Questions -- Notes -- References -- 22. Leadership as Stewardship -- Stewardship in Practice -- The Many Forms of Leadership -- Servant Leadership -- Practicing Servant Leadership -- Purposing -- Empowerment -- Leadership by Outrage -- Power Over and Power To -- The Female Style -- Servant Leadership and Moral Authority -- Stewardship -- Discussion Questions -- Rerferences -- Part Five: The Future of Leadership -- 23. Portraits of Teacher Leaders in Practice -- Leading in California -- Yvonne Divans Hutchinson: Connecting Teaching, Learning, Leading, and Living -- The Context and Character of Yvonne's Classroom -- Connecting Classroom Practice to Teacher Leadership -- Beliefs and Practices -- Respecting Difference -- Going Public -- Sarah Capitelli: Leading Informally Through Inquiry into Practice -- Inquiry as an Entry into Leadership -- Leadership Beliefs and Practices.

Leadership as Inquiry, Inquiry as Leadership.