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Series Foreword by E. Joseph Schneider and Willis D. Hawley Acknowledgments About the Authors 1. Changing School Culture: An Introduction and Overview School Cultures: Stable and Fluid or Stable and Fragile Introducing PCOLT: Professional Community, Organizational Learning, and Trust Intensified Leadership: An Introduction Intensification and Beyond "Quick Fixes" Summary and Overview of the Book Recommended Readings and Culture Activities 2. Principals as Cultural Change Agents Cultures and Subcultures in Schools Management and Leadership Paths to Cultural Management and Leadership Conclusion Additional Readings and Activities for Getting Started 3. Diagnosing Your School Culture: Understanding Where You Are The Basics of Cultural Diagnosis Diagnosing Your School Culture Diagnosis and Intensified Leadership for Cultural Change Culture Resources and Activities 4. Linking Leadership and School Culture Leadership and Decision Making Intensifying Leadership at Your School Intensifying Leadership by Building PCOLT Vigilance and Strong School Cultures Conclusion Reflections and Activities for Developing School Culture 5. Networks, Networking, and Cultural Change Webs and Nets Thinking About Networks Cautions Next Steps Reflections and Goal-Setting Activities 6. Intensifying Leadership Through Partnerships With Districts Thinking About District-School Relationships Rethinking Organizational Structures and Cultures Influencing District-School Relationships Moving Forward Conclusion Reflections and Activities 7. Schools and Communities: Working With the Enduring Dilemmas of Time and Accountability Student Learning and Development: A Foundation Schools as Agencies for Democracy Social Capital and Civic Capacity Schools as Moral Agencies Conclusion Web Resources, Activities, and Reflections 8. Bringing It All Together: Concluding Themes and Thoughts The Art of Balance Implications for Action and Growth A PCOLT Planning Guide References Index
Sharon D. Kruse is a professor in the Department of Educational Foundations and Leadership at the University of Akron. Over the past decade, she has studied school leadership and successful school improvement practices. She previously worked with Karen Seashore Louis coauthoring Professionalism and Community: Perspective on Reforming Urban Schools (Corwin Press 1995) and with Bob Johnson Jr. coauthoring Decision Making for Educational Leaders: Under-Examined Dimensions and Issues. Karen Seashore Louis is the Rodney Wallace Professor of Educational Policy and Administration at the University of Minnesota-Twin Cities. Her area of expertise includes improvement in K-12 leadership and policy over the last 30 years, particularly in urban secondary schools. Louis also conducts research on organizational changes within higher education, with particular attention to faculty roles, and on international comparative policy in educational reform. A past president of Division A of the American Educational Research Association (AERA), she is a widely published author in the field. Recent books include Organizing for School Change, Leadership for Change and School Improvement: International Perspectives, Handbook of Educational Administration, Second Edition, and Organizational Learning in Schools. Louis earned a bachelor's degree in History from Swarthmore College and a doctorate in sociology from Columbia University.
"Standing on the back of their groundbreaking research on school culture, Kruse and Seashore Louis provide an insightful and very practical guide that should be a must-read for anyone preparing to become a school leader." -- Kenneth Leithwood, Professor "This timely book is a delight. It sets a new agenda for leadership and achieves the rare goal of combining practical tools and rich vignettes with analytical reflections based on sound research." -- Kathryn Riley, Professor "The book supports the development of leadership skills through well-digested research, combined with a highly effective constructivist approach for making sense of compelling stories and using the dialogue stemming from that research. This book is highly useful for aspiring and practicing school principals." -- Mary K. Culver, Clinical Assistant Professor "The book is an easy read, yet is on target and to-the-point. It provides a practical means by which to change school culture, often a necessary step to improved student achievement." -- James L. Pate, Associate Professor "A manageable, well-rehearsed plan for discussion, research, and lots of reflective thought for any school leader willing to go the extra journey to develop their own leadership and the culture in which they desire to lead." -- Teresa P. Cunningham, Principal "An important companion to current research and good thinking about change. This book presents ideas, research, and great questions not often found in how-to manuals on school change." -- Lyman Goding, Visiting Lecturer