Leadership for the 21st Century: Breaking the Bonds of Dependency 6
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Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Association for Supervision and Curriculum Development, copyright April 1998;199846Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Leadership -- Schools -- Values -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | L11.Ed83el.1998 (Browse shelf) | Available | PER 277F |
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| L11.Ed83el.1998 Teacher Learning That Supports Student Learning | L11.Ed83el.1998 Building Teacher Portfolios | L11.Ed83el.1998 Professional Development Schools-The Proof Is in Performance | L11.Ed83el.1998 Leadership for the 21st Century: Breaking the Bonds of Dependency | L11.Ed83el.1998 Parents Are a School's Best Friend | L11.Ed83el.1998 How Community Action Contributes to Achievement | L11.Ed83el.1998 Parental Engagement That Makes a Difference |
ABSTRACT : At the very time that proactive leadership is essential, principals are in the least favorable position to provide it, says Michael Fullan in this analysis and prescription for leadership. He describes two conditions-overload and vulnerability-that constrain reform-minded educational leaders, and then suggests a new mindset that can help them break through the resultant state of dependency. Realizing that there are no silver bullets that will solve school problems can be liberating, Fullan believes, because leaders then craft their own theories of change, gaining truly useful insights that apply to their unique situations. He offers four guidelines to further help educational leaders achieve success. First, respect those you want to silence-learn from your opponents and mobilize people to tackle tough problems. Second, move toward the danger in forming new alliances-work with, rather than against, such external factors as the community and state policymakers. Third, manage emotionally as well as rationally-pay attention to emotional health and put a high priority on reculturing, as well as restructuring. Fourth, fight for lost causes-understand the power of hope as a resource for strength and change. 56
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