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School Leadership

Applied Research for Sustainable Change

A Guide for Education Leaders
Sharon M. Ravitch and Nicole Mittenfelner Carl

In Applied Research for Sustainable Change, Sharon M. Ravitch and Nicole Mittenfelner Carl draw on twenty years of teaching and research to offer an incisive guide to practitioner-led qualitative research. They make the case for “local knowledge generation”—inquiry-based, school-level research that can contextualize quantitative data, enrich insight, and guide leaders in making more effective decisions leading to sustainable organizational change.
 

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Becoming a School Principal

Learning to Lead, Leading to Learn
Sarah E. Fiarman, Foreword by Richard F. Elmore

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The principal’s role is increasingly understood as a critical lever for school improvement. Yet the job can be a solitary one, offering few opportunities to reflect with colleagues. What does it take to manage the work of continuous improvement—to push staff members constantly to operate outside their comfort zones? What dilemmas and challenges must principals confront? How can school leaders learn from their mistakes and move forward?

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Cage-Busting Leadership

Frederick M. Hess

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A practical and entertaining volume, Cage-Busting Leadership will be of profound interest and value to school and district leaders—and to everyone with a stake in school improvement.

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Culturally Responsive School Leadership

Muhammad Khalifa, Foreword by Lisa Delpit

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Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students—those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices.

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Helping Educators Grow

Strategies and Practices for Leadership Development
Eleanor Drago-Severson

How can we prepare practicing and aspiring education leaders for the complex, adaptive challenges they face? In Helping Educators Grow, Eleanor Drago-Severson presents a new approach to leadership development.

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Real Leaders, Real Schools

Stories of Success Against Enormous Odds
Gerald C. Leader, with Amy F. Stern

Real Leaders, Real Schools tells the stories of five urban public school principals who led their schools
through profound and transformative changes. In each of these cases, their efforts resulted in dramatic
improvements in student achievement—improvements that occurred within the current environment
of high-stakes tests.

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Resourceful Leadership

Tradeoffs and Tough Decisions on the Road to School Improvement
By Elizabeth A. City, foreword by Karen Hawley Miles

In Resourceful Leadership, Elizabeth A. City examines decisions about the use of three key resources—time, money, and staff—and how tradeoffs among them are integrated into school leaders’ improvement strategies. She undertakes a detailed study of two small urban high schools in their first year of conversion from a large, comprehensive high school.

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Spotlight on Leadership and School Change

No. 4 in the Harvard Education Letter Spotlight Series
Edited by Nancy Walser and Caroline Chauncey

Scratch the surface of a successful school and you will find a web of interactions that is the root of its success. Who is it that envisions, inspires, cajoles, and rallies all the various players in and around a school toward any improvement goal? Often it’s a superintendent, a principal, a professor, a special teacher, or a parent. In a word, it’s a leader. This latest volume in the Harvard Education Letter Spotlight Series brings together 20 recent articles that highlight the ways leadership has made a difference in schools.

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Stuck Improving

Racial Equity and School Leadership
Decoteau J. Irby

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An incisive case study of changemaking in action, Stuck Improving analyzes the complex process of racial equity reform within K–12 schools. Scholar Decoteau J. Irby emphasizes that racial equity is dynamic, shifting as our emerging racial consciousness evolves and as racism asserts itself anew. Those who accept the challenge of reform find themselves “stuck improving,” caught in a perpetual dilemma of both making progress and finding ever more progress to be made. Rather than dismissing stuckness as failure, Irby embraces it as an inextricable part of the improvement process.

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Supervising Principals for Instructional Leadership

A Teaching and Learning Approach
Meredith I. Honig and Lydia R. Rainey

Supervising Principals for Instructional Leadership specifies the conditions that district leaders can implement to help principal supervisors take a teaching and learning approach to their work. In particular, Meredith I. Honig and Lydia R. Rainey explore how these supervisors can most effectively support principals in becoming instructional leaders and developing the capacity to lead their own learning.

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