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Rethinking Leadership
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Table of Contents

Foreword by Carl Glickman Prologue: On Rethinking Leadership: A Conversation With Tom Sergiovanni by Ron Brandt Section 1. Leadership as a Moral Craft Leadership and Excellence in Schooling Administering as a Moral Craft New Sources of Leadership Authority Leadership as Stewardship Section 2. The Developmental Stages of Leadership Adding Value to Leadership Gets Extraordinary Results Why Transformational Leadership Works and How to Provide It The Roots of School Leadership Why We Should Seek Substitutes for Leadership Section 3. Leading the Learning Community Changing Our Theory of Schooling Leadership as a Practice Getting Practical The Eight Basic Competencies Section 4. Value-Added Leadership The Lifeworld of Leadership The Virtues of Leadership Craftsman Leaders Are Critical Index

About the Author

Thomas J. Sergiovanni is Lillian Radford Professor of Education at Trinity University, San Antonio, Texas, where he teaches in the school leadership program and in the five-year teacher education program. Sergiovanni received his master's degree from Teachers College, Columbia University, his Doctor of Education degree from the University of Rochester, and honorary degrees from the University of San Diego and State University of New York. Prior to joining the faculty at Trinity, he was on the faculty of education administration at the University of Illinois, Urbana-Champaign, for 19 years, and he chaired the department for seven years. A former associate editor of Educational Administration Quarterly, Sergiovanni serves on the editorial boards of Journal of Personnel Evaluation in Education and Catholic Education: A Journal of Inquiry and Practice. Among his recent books are Moral Leadership (1992), Building Community in Schools (1994), Leadership for the Schoolhouse (1996), The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in Our Schools (2000), Supervision: A Redefinition (2002), and Strengthening the Heartbeat: Leading and Learning Together in Schools (2005).

Reviews

"Consider this a lexicon of Sergiovanni's best images and insights for school leaders from over his many years of contribution to education. Assembled here in one tidy volume, 'the best of Tom' is only an arm's length away. With his customary clarity and focus, these essays remind us of the vital role that morality, relationships, purpose, and artistic action play in making schools serve kids and community. A great resource for every principal, teacher leader, and system administrator." -- Gordon A. Donaldson, Jr., Professor of Education
"A seminal collection of work from the foremost scholar of educational leadership of the last half century." -- Joseph Murphy, Professor
"Tom Sergiovanni has led the field of educational leadership toward a paradigm shift. This old paradigm was focused on concepts like organizations, technical rationality, and leadership by authority, personality, and bartering. The new paradigm is characterized by concepts like moral community, value added leadership, purposing, professionalism, collegiality, craftsmen leaders, and the virtues of leadership. When you open Rethinking Leadership you will enter a treasure trove of revolutionary ideas that will stir your soul - and change your concept of leadership forever." -- Stephen P. Gordon, Professor and Co-director
"A powerful collection of articles by North America's foremost authority on moral leadership. A comprehensive, coherent and definitive treatment of all aspects of moral leadership: What it is, how to develop it, how to lead in the learning community, and value - added leadership for the future!" -- Michael Fullan, Professor of Policy Studies
"To be successful, a leader must master the management of attention, meaning, trust, self, paradox, effectiveness, follow-up, and responsibility. Sergiovanni's work provides a different way to think about leadership-as an individual and as a leader of leaders." -- The School Administrator, August 2007
"Establishes a framework for a new leadership strategy that is morally based, with the concept of community building at its core. Wonderful and inspiring." -- Journal of Educational Research, Vol. 101, No. 1

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