This book explores Black educational leadership and the development of anti-racist, purpose-driven leadership identities. Recognizing that schools within the United States maintain racial disparities, the authors highlight Black leaders who transform school systems. With a focus on 13 leaders, this volume demonstrates how US schools exclude African American students and the impacts such exclusions have on Black school leaders. It clarifies parallel racism along the pathway to becoming teachers and school leaders, framing an educational pipeline designed to silence and mold educators into perpetrators of educational disparities. This book is designed for district administrators as well as faculty and students in Race and Ethnicity in Education, Urban Education, and Educational Leadership.

In Positive Academic Leadership, Jeffrey Buller offers new insights and practical tools, as well as language and tactics, for fostering a more effective approach to leadership. With acumen and a dash of humor, he shows leaders how they can take the focus off the negative and change what they say, their perspectives, and their strategies. This more constructive leadership style plays to the strengths of leaders rather than to the weaknesses of their institutions. Offering time-tested and fresh ideas for becoming the type of leader who acts as a coach, counselor, and conductor for faculty, staff, and students, Buller demonstrates how positive leadership can become a day-to-day practice. With its down-to-earth style, the book draws on the most current research on positive leadership in neuroscience, psychology, management, organizational behavior, and other disciplines and translates their lessons into readable and accessible recommendations. It then makes these recommendations come to life by providing real-world examples that illustrate how to implement positive leadership strategies in all spheres of the leader’s activities and institution. Positive Academic Leadership is a wise guide for transforming any leader’s attitude about inevitable daily crises into manageable challenges that are based on a philosophy of accepting the environment and situation but working to make things better.

Educational Leadership is a major research book on contemporary leadership challenges for educational leaders. In this groundbreaking new work, educational leaders in schools, including teachers, are provided with ways of analysing and resolving common but complex leadership challenges. Ethical tensions inherent in these challenges are identified; tools for their analysis presented and explained; and clear and practitioner-focused guidelines for ethical decision making, in the form of ten practical steps, recommended. Included in this discussion is a jargon-free description and explanation of ethical theories and principles. Written by a leading researcher in the field, and recipient of the Australian Council for Educational Leadership Gold Medal for excellence, Educational Leadership: Key Challenges and Ethical Tensions is an important book that provides a practical framework for analysing ethical tensions and presenting, explaining, and applying ethical concepts and theories to real-life situations in practitioner language.

The book explores how to build an approach to academic leadership based on your own personal values, convictions, and principles. Rather than trying to assert that only certain values (or even virtues) are essential for good leadership, the approach taken is to begin with who you really are, “your true self,” and then to build a leadership framework consistent with that identity that makes your institution or program stronger. We explore why hypocrisy is damaging to any form of leadership, but particularly so in higher education where values of scholarship and research are based on the confidence we have in others’ integrity. As a result, authenticity, even more than such commonly promoted “traits of leaders” as vision, courage, and compassion, becomes the core of effective leadership in the academy today. Through hypothetical case studies and thought experiments, the book challenges administrators to identify a small set of core values that truly define who they are as academic leaders and then to use those values as the basis for a philosophy of leadership that guides them through the turbulent changes occurring in higher education today.

Reframing Academic Leadership Reframing Academic Leadership is the go-to guide for deepening leadership commitment, capacity, and impact. Gallos and Bolman tease out the unique opportunities and challenges in academic leadership and present powerful ideas and tools to guide and assist college and university administrators in: Creating campus environments that facilitate creativity and commitment Forging vital alliances and partnerships in service of the mission Building campus cultures and shared vision that unite and inspire Crafting institutional structures and strategies that foster innovation and excellence In this updated edition, the authors integrate time-tested conceptual frameworks with rich and compelling real-world cases and tackle contemporary, high-impact issues such as changes in the professoriate and in student populations, funding shortfalls, equity and social justice, the double-edged sword of technology, managing conflict and crisis, ethics and governance, and strengthening leadership agility and resolve. This readable, intellectually provocative, and pragmatic book is for all who care deeply about higher education, are committed to making it better, and understand its potential to transform lives, families, communities, organizations, and nations. Leadership matters more than ever, and Reframing Academic Leadership offers the seminal framework for understanding and leading in higher education today. PRAISE FOR REFRAMING ACADEMIC LEADERSHIP | 1st ED “Reframing Academic Leadership is the most comprehensive book on the topic and an excellent source of knowledge for faculty and managerial leaders in every college and university. An invaluable resource for students of higher education leadership!” —MAUREEN SULLIVAN, Past President, American Library Association and Association of College and Research Libraries “Reframing Academic Leadership provides a compassionate understanding of the stresses of leadership in higher education. It offers insights to those who do not fully appreciate why higher education is so hard to ‘manage’ and validation for those entirely familiar with this world. I recommend it enthusiastically.” —JUDITH BLOCK MCLAUGHLIN, Senior lecturer on education and faculty chair of the Harvard Seminar for New Presidents and the Harvard Seminar for Presidential Leadership, Harvard Graduate School of Education “Bolman and Gallos provide a refreshing view of leadership essential for those assuming presidencies and other important leadership positions in higher education. This work is a bedside reference for aspiring and current leadership in higher education not only in the U.S. but also abroad.” —FERNANCO LEON GARCIA, President, Sistema CETYS Universidad, Baja California, Mexico “Bolman and Gallos have written a practical, lucid text that brings together illustrative vignettes and robust frameworks for diagnosing and managing colleges and universities. I recommend it to new and experienced administrators who will routinely confront difficult people, structures, and cultures in their workplaces.” —CHRISTOPHER MORPHEW, Dean, School of Education, Johns Hopkins University “Reframing Academic Leadership is filled with real-world examples from leaders. The book reads like a guide for leading a chamber music rehearsal where one’s role constantly shifts from star to servant and where multiple answers may be ‘right’.” —PETER WHITE, Dean and Professor of Conducting, Conservatory of Music, University of the Pacific

There is a problem in today's developing leaders-they think they need to be someone they are not to get what they want. In short, none of us is perfect, and when we pretend to be, people quit listening to us. Instead, we need to focus on trying to connect with others. Leading Imperfectly is full of examples for how to make those connections. The book is divided into a series of short, often humorous, and always insightful essays filled with real-life stories from James' own life. The through line for the book is the significance of practicing authentic leadership. The essays discuss topics such as realizing our story has value, the importance of love in leadership, how to prevent over-committing because you can't be everything to everyone, realizing you don't have all the answers, and some practical advice about the importance of valuing the time we have and giving that time to the most important people in our lives. James also challenges us to look at the lies we tell ourselves that hold us back in life, and to learn how to listen to others so they will listen to us. James' humor provides comic relief in the middle of some of the more serious stories, but the humor always makes his examples hit home and keeps his stories memorable. Readers will appreciate that while he speaks as someone who has had success in life, his leadership background is not that of the typical leader who writes leadership books-he's not a former company CEO or a famous athlete-and that makes his points stand out all the more. Educators, business professionals, student leaders, and others will find this book to be introspective, validating, and motivational. Most importantly they will take away that their story is good enough. Check out Leading Imperfectly. Between the chuckles, there's quite a bit of wisdom that will stick with you long after you turn the last page.

What does it mean to be yourself at work? As a leader, how do you strike the right balance between vulnerability and authority? This book explains the role of authenticity in emotionally intelligent leadership. You'll learn how to discover your authentic self, when emotional responses are appropriate, how conforming to specific standards can hurt you, and when you need to feel like a fake. This volume includes the work of: Bill George Herminia Ibarra Rob Goffee Gareth Jones This collection of articles includes: "Discovering Your Authentic Leadership" by Bill George, Peter Sims, Andrew N. McLean, and Diana Mayer; "The Authenticity Paradox" by Herminia Ibarra; "What Bosses Gain by Being Vulnerable" by Emma Seppala; "Practice Tough Empathy" by Rob Goffee and Gareth Jones; "Cracking the Code That Stalls People of Color" by Sylvia Ann Hewitt; "For a Corporate Apology to Work, the CEO Should Look Sad" by Sarah Green Carmichael; and "Are Leaders Getting Too Emotional?" an interview with Gautam Mukunda and Gianpiero Petriglieri by Adi Ignatius and Sarah Green Carmichael. How to be human at work. The HBR Emotional Intelligence Series features smart, essential reading on the human side of professional life from the pages of Harvard Business Review. Each book in the series offers proven research showing how our emotions impact our work lives, practical advice for managing difficult people and situations, and inspiring essays on what it means to tend to our emotional well-being at work. Uplifting and practical, these books describe the social skills that are critical for ambitious professionals to master.

Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.

School leaders are increasingly called upon to pursue meaningful partnerships with families and community groups, yet many leaders are unprepared to meet the challenges of family and community partnerships, to cross cultural boundaries, or to be accountable to the community. This book brings together research perspectives that intersect the fields of leadership and partnerships to inform and inspire new approaches that strive toward more authentic collaboration.

What is authentic leadership? Does it require a leader to express his or her true self even if that true self is less than •wonderfulê? How do followers know the difference between real and fake leaders anyway? What happens when cultural expectations o