Updated Edition of Bestseller!
Build a learning community of teachers and students through mastering the art of effective leadership!
The first edition of this classic text was based on a landmark study in which the authors surveyed over 800 K-12 teachers to find how the best principals encourage teacher growth and professionalism. The answers provided conclusive evidence that the most successful principals act as instructional leaders who advocate teacher development that enhances students' learning. The updated and expanded second edition presents new research by the Blases, along with the most recent research and insights to support the text's groundbreaking theory.
Successful instructional leaders inspire their staff to develop "professional learning communities" dedicated to effective teaching practices. New to the second edition is an in-depth analysis that shows principals how to achieve this goal. Also new are additional figures, models, and reading lists that enrich the text's original findings.
Time-tested practices of instructional leadership are still central features. Principals can use these keys to success to:
- Build teachers' trust through continual communication
- Encourage teachers to continue their self-improvement efforts
- Motivate teachers with constructive feedback
- Promote and participate in reflective practices
- Support and encourage teachers' professional development
Encourage your teachers to be their best through supportive collaboration and communication. Practice real instructional leadership and develop a "professional learning community" in which effective teaching promotes continued learning.
|The Instructional Supervision Legacy: From Control to Collaboration|
|Research on Instructional Supervision|
|Current Issues in the Field|
|Research on Instructional Conferences|
|Research on Teaching and Learning|
|How Do Teachers Learn? Principles That Shape Staff Development|
|Our Findings: The Lifelong Study of Teaching and Learning|
|Tips for Leaders|
|The Need for Reflective Practice|
|Related Research and the Development of Frameworks for Reflective Thinking|
|Approaches to Reflective Supervision|
|Our Study: Characteristics of Teacher Reflection|
|Principal Behaviors Fostering Reflection in Teachers and the Benefits to Teachers|
|Cognitive Coaching: Bridge to Reflection|
|Encouraging Reflection: Helpful Reminders|
|Portrait of a Facilitator for Reflective Practice|
|Visibility by Wandering Around|
|Interruption of Class Instruction|
|Criticism: More About Control|
|The Control Orientation and Instructional Leadership|
|Other Aspects of Control|
|Goals of Principals' Control Orientation|
|The Abusive Control Orientation: The Worst of All|
|What, Then, Is Successful Instructional Leadership or Supervision?|
|Successful Leadership Vis-à-vis Instruction|
|Tips for Principals|
|Linking Instructional Leadership to the Development of a Professional Learning Community|
|Recruiting for a Professional Learning Community|
|Professional Learning Communities: Findings From Research|
|Suggestions for Expanding Successful Instructional Leadership to Develop a Professional Learning
|Everyone an Academic Leader|
|More to Learn: A Final Word|
In this expanded second edition of the Handbook of Instructional Leadership the authors include findings from recent research, literature, and national reports as well as additional figures, models, tips, and reading lists. In the new, final chapter the authors integrate findings about successful instructional leadership with extant research on professional learning communities and constructivist leading and learning.
The authors conclude that "we have not yet achieved a full understanding of myriad related issues such as adult growth, career development, reflective thinking, power elements of interaction among educators, coaching, constructivist leading and learning, and development of professional learning communities. Refreshingly, the continuing study of instructional leadership, partially illuminated by such work as this, is testament to the essence of all who work in our field as teachers, leaders, and researchers: It is a matter of lifelong learning."