Values and Educational Leadership extends beyond the presentation of expert opinion to blend theory, research, and practice for a comprehensive examination of values in educational leadership. It analyzes personal values manifested by individuals, professional values exhibited by groups, societies, and organizations. The book merges the collective wisdom of some of the best known and most respected philosophers, theorists, and researchers currently working in the field, including: Derek J. Allison, Paul T. Begley, Paul V. Bredeson, Elizabeth Campbell, Daniel L. Duke, Frederick S. Ellett Jr., Colin Evers, William Foster, Margaret Grogan, Christopher Hodgkinson, Olof Johansson, Gabriele Lakomski, Kenneth Leithwood, Pauline Leonard, Kevin Roche, James Ryan, Don Shakotko, Fancie Smith, Keith Walker, and Donald J. Willower.
Published by SUNY Press.
The Values of Educational Administration
Paul T. Begley & Pauline Leonard, Editors
Values and ethics have traditionally been considered an important influence on administrative practices, and are typically included as a component of core courses in departments of educational administration in the US, Canada, and Australia. The recent resurgence of interest among practitioners in the topic of values and ethics as a guide to action increases the importance and appeal of this book of readings. This comprehensive book extends beyond the presentation of "expert opinion" and appeals to an audience of academics and practitioners working at the policy level of educational organisations. Theory building, policy applications, and praxis are addressed in this highly adoptable book by leading scholars in the field. Contributors include Christopher Hodgkinson, Colin Evers, Gabriele Lakomski, Clay Lafleur, Peter Ribbins, Bernard Harrison, Jerry Starratt, and Ken Leithwood.
Published by Falmer Press.
School Leadership in Canada (2nd
Edition)
Paul T. Begley & Carol Slater, Editors
The Profile is a practical, action-oriented resource document. Produced by a writing team composed of 13 school administrators (Elementary and Secondary), from five school districts (Public and Separate) and one OISE academic. Working together over an 18 month period, they produced a comprehensive image of contemporary school leadership in Canada. Five key dimensions of leadership are identified as guides for principals committed to improving the quality of education in their schools. As well as the traditional functions of Management and Program / Learning Leadership, the profile illustrates how principals exercise leadership in three additional areas; School-Community Facilitation, Visionary Leadership, and Systematic Problem Solving.
The key concepts of School-Based Management, Collaborative Leadership, and Community Empowerment are reflected in descriptions of ideal practice. Because not all schools, communities or school leadership teams are the same, multiple images of effective practice are presented. Since the ideal is not always immediately attainable in schools, descriptions of less exemplary, but still relatively effective, levels of leadership are provided to help principals identify what changes are needed in their practices in order to attain, or regain, the highest levels of expertise.
Instead of presenting the usual generalized research findings, the authors have combined their craft knowledge, their practitioner's vocabulary and their ways of viewing the world of school leadership with research findings on School Improvement and Transformational Leadership. The results are graphically displayed as developmental stages of growth in an easy to use format; ranging from basic competent practices to ideal levels of action. In contrast to most leadership literature, more than just the rhetoric of leadership is provided. The Profile illustrates what good principals actually do to lead their schools.
School
Leadership in Hong Kong
Allan Walker, Paul Begley, and Clive Dimmock, Editors
A group of professional educators met in May 1999 to reflect on and to analyze school leadership practices in Hong Kong. The group's brief was to consider school leadership specifically within the Hong Kong context and to identify and describe the key functions of the principal's role in Hong Kong schools. Although informed by literature from other contexts, the driving belief behind the exercise was that the profile was best developed by Hong Kong principals, for Hong Kong principals and should not rely simply on "imported" profiles or competency lists. The outcome of their deliberations is the present document; a multi-level and multi-dimensional profile of contemporary school leadership practices in Hong Kong. The profile development meetings took place from May 1999 through March 2000. Following the initial draft of the profile, the writing team took various drafts of the profile to their colleagues for discussion, comment and validation. This "rolling" process was designed to inform the shape, content and utility of the profile through consultation with as many Hong Kong principals as possible. Feedback gained from principals over a ten month period was used to further refine the profile prior to its distribution. The profile is not presented as a definitive description of school leadership in Hong Kong, nor is everyone expected to embrace it as a professional tool. Rather, the intent is that principals will use the profile as a resource when considering their key roles in school - and that through reading and reflecting upon the profile they will think more deeply about their own and others' roles in furthering the quality of education offered to Hong Kong students.
Copies of this publication can be obtained by contacting:
Allan Walker, Associate Professor
The Chinese University of Hong Kong
adwalker@cuhk.edu.hk