What makes a great school leader? Contrary to what many believe, the answer is not tied to a certain kind of personality but to specific behaviors and actions that have positive effects on student achievement—behaviors and actions that any school leader can learn and put into practice. Over the last decade, thousands of school principals have done that, by implementing “balanced leadership,” an approach that recognizes the need to both maintain and challenge the status quo in order to move schools forward. Building on the analysis that was first reported in School Leadership That Works, the authors of Balanced Leadership identify the 21 responsibilities associated with effective leadership and show how they relate to three overarching responsibilities: * Establishing a clear focus—keeping the work and the conversations targeted on the issues that matter most; * Managing change—understanding how to skillfully steer through the challenges associated with making improvements, both large and small; and * Developing a purposeful community—creating a sense among all teachers and staff that they are invested in student outcomes and that they can make a difference. For each of these areas, key points and specific practices are described in detail and illustrated with stories from school principals who have successfully learned how to become great leaders. Step-by-step tools provide clear guidance for readers who are ready to make the same kind of journey—one with the potential to transform them and the schools they serve.

Describes a variety of leaders hip responsibilities that have an effect on student achievement.

What enables some talented people to rise to the top and live their full ambitions at work and in life, while others stop short? In 2007, Joanna Barsh led a team at McKinsey & Company to answer that very question. In the process, they uncovered what distinguishes leaders who are successful from those who achieve true greatness, developing an approach called Centered Leadership. They drew on research from across the academic fields of leadership, organization behavior, neuroscience, evolutionary psychology and positive psychology. In addition, Barsh interviewed over 160 leaders from many fields – including business, government and the arts – and from many countries. With quantitative research, the team learned that these leaders have mastered practices to find their balance in the midst of chaos and lead from their most resourceful selves, unleashing the potential of others. In 2009, Johanne Lavoie joined to lead development of programs that help executives build these capabilities. Their research and development work continues as more and more leaders experience Centered Leadership. In the business bestseller, How Remarkable Women Lead, Barsh described Centered Leadership’s five capabilities and the research that underpins it. Here, with colleague Johanne Lavoie, Barsh provides a practical, actionable field guide for implementation. In Centered Leadership, Barsh and Lavoie will guide you through the Centered Leadership program. You’ll find the interactive tools, exercises, and practices that have helped the men and women participants in Centered Leadership programs gain the skills, courage and confidence to lead. And, along the way, you’ll read inspiring stories of remarkable men and women leaders who demonstrate the power of these skills in action. Those early in their careers will learn how to use these skills to explore their passions and accelerate their professional development. Those forming families will be able to use them to reconcile manage work and life to get the most out of both. And those who have already achieved success will be able use these practices to reach their next leadership horizon. No matter what stage you are currently at in your career, or what level of leadership you aspire to, this book will equip you with the tools to unlock your own Centered Leader and achieve more positive impact at work and outside it.

A new theory of balanced leadership in projects Leadership is not static. Instead, authority in projects shifts dynamically between project managers, individual team members, and sub-teams, depending on the situation. Leadership may be exercised through a vertical, horizontal, shared, or distributed leadership approach. However, balanced leadership ensures the best suitable approach is used in any given situation. Based on an award-winning global program of research studies, Balanced Leadership is a thorough investigation of balanced leadership in projects. Ralf Müller, Nathalie Drouin, and Shankar Sankaran present a project-specific leadership approach as well as a theory of balanced leadership, and the situations in which different strategies are required. They also outline the five building blocks that enable balanced leadership: nomination of team members, identification of potential leaders, selection and empowerment of leaders, empowered leadership and its governance, and leadership transition. The book explains the coordination of these building blocks through the socio-cognitive space shared by project manager and team. Using real-life case studies and clear examples, this book offers a new way of considering and utilizing dynamic leadership in project settings.

Both the framework and the book make notable contributions to both theory and practice. The book will be of value to scholars and organization leaders in understanding the concepts of value creation and organizational effectiveness. It will be an aid to consultants in conceptualizing strategies for organizations and in counselling leaders on how to operationalize the concepts in their organizations. S.R. Mohnot, Global Business Review This is a very readable and excellently presented volume. It will interest anyone concerned with organizational effectiveness and the competing values model. Economic Outlook and Business Review I recommend this book to anyone wishing to understand and practice leadership. Leadership is often treated in mutually-exclusive categories, such as Theory X vs. Theory Y, managers vs. leaders, transactional vs. transformative, initiation vs. consideration, etc. The Competing Values Framework presented in this book transcends these dualities. It features eight competing but complementary values that are critical for managing today s complex and pluralistic organizations. The framework emphasizes the need for balance among the eight leadership roles, and an appreciation of the context, timing, and contingencies when the leadership roles facilitate and inhibit collective endeavors. I have followed the development and testing of the Competing Values Framework over the years. It makes important contributions to both theory and practice. It stimulates positive learning outcomes for students and managers. Andrew H. Van de Ven, University of Minnesota, US Creating value in a firm is an enormously complex endeavor. Yet, despite its complexity, value creation is the objective of every enterprise, every worker, and every leader. The Competing Values Framework can help leaders understand more deeply and act more effectively. In the first book to comprehensively present this framework, the authors discuss its core elements and focus attention on rethinking the notion of value. They emphasize specific tools and techniques leaders can use to institute sustainable change. The Competing Values Framework was developed in response to the need for a broadly applicable model that would foster successful leadership, improve organizational effectiveness, and promote value creation. It helps leaders think differently about value creation and shows them how to clarify purpose, integrate practices, and lead people. Named one of the 40 most important frameworks in the history of business, it has been studied and tested in organizations for more than 25 years. Currently used by hundreds of firms around the world, the Competing Values Framework serves as a map, an organizing mechanism, a sense-making device, a source of new ideas, and a learning system. This accessible resource will be of great use to organizational scholars interested in the concepts of value creation, organizational effectiveness, and competing values; to leaders and managers interested in enhancing and creating value in their organizations; and to change agents and consultants who use the Competing Values Framework as part of their intervention strategies or who are looking to help improve organizations.

Build a balanced assessment system and support ESSA requirements! The Every Student Succeeds Act (ESSA) increases assessment flexibility and responsibilities for states and districts, and this comprehensive guide helps leaders meet and succeed that challenge. Authors Chappuis, Commodore and Stiggins have helped thousands of teachers, principals and other educational leaders in becoming assessment-literate and developing assessment systems built on quality assessment. Readers will learn how to: Develop balance in an assessment system by combining formative and summative approaches, providing insight on students’ progress Strengthen classroom-based assessment and involve students in self-assessment

In framing this book, Bill Rogers discusses `what changes′ and `what stays the same′ in teacher leadership and behaviour. Original chapters from well-known writers and practitioners set out current approaches in behaviour leadership, in terms of practical concerns about behaviour management and discipline. The emphasis on teacher leadership is intentional, as the authors believe that the kind of teacher leadership in a school significantly affects the effectiveness and humanity of discipline and management. All the contributors have a teaching background and all are directly involved with schools, in research and consultancy. Bill Rogers works in classrooms with teachers, as a coach/mentor. Each chapter demonstrates a commitment to support classroom teachers with practical action research in areas such as: - Teacher leadership - Effective teaching - Colleague support - Discipline and behaviour management - Working with students who show emotional-behavioural disorders. This book will be useful to teachers and other education professionals interested in behaviour management, discipline and colleague support issues.

Principals navigate the dynamic complexities and subtleties of their schools every day. They promote, facilitate, and lead efforts to achieve both tangible and intangible results throughout the school community. They fulfill a role that includes counseling, budgeting, inspiring, teaching, learning, disciplining, evaluating, celebrating, consoling, and a million other critical functions. As the principalship has evolved and grown, so have the expectations of it. With that in mind, ASCD developed the Principal Leadership Development Framework (PLDF). The PLDF establishes a clear and concise definition of leadership and includes clear targets that support the ongoing growth and development of leaders. Using the Framework, principals will learn to capitalize on their leadership roles: * Principal as Visionary * Principal as Instructional Leader * Principal as Engager * Principal as Learner and Collaborator The PLDF also offers 17 criteria of effective practice that allow leaders to focus on behaviors that have the greatest direct effect on the culture and status of learning and teaching. Coupled with the PLDF are tools for self-reflection that help principals identify and strengthen their reflective habits. Whether you want to develop your own capacities or support the development of a group of principals, assistant principals, or aspiring principals, The Principal Influence can help channel your efforts in ways that promote successful teaching and student learning.

An essential resource for student and teacher clarity With the ever-changing landscape of education, teachers and leaders often find themselves searching for clarity in a sea of standards, curriculum resources, and competing priorities. Clarity for Learning offers a simple and doable approach to developing clarity and sharing it with students through five essential components: crafting learning intentions and success criteria co-constructing learning intentions and success criteria with learners creating opportunities for students to respond effective feedback on and for learning students and teachers sharing learning and progress The book is full of examples from teachers and leaders who have shared their journey, struggles, and successes for readers to use to propel their own work forward.