Preface Acknowledgments About the Authors 1. BACKGROUND AND FUNDAMENTALS Overview Leadership Skill Clusters, Performance Indicators, and Aspects Analyzing a Case Study Nine-Step Development Process Leadership Self-Inventory 2. ANALYZING A CASE STUDY Overview Artifacts About the Case Study Normal School Case Study Case Study Documentation and Rating Forms Reflective Practice 3. DEVELOPING SCHOOL IMPROVEMENT PLANS Overview Analyze, Reflect, and Document Standards, Performance Areas, and Aspects Sample School Improvement Plan for Boosting Student Test Scores Normal School Improvement Plan School Improvement Plan Documentation and Rating Reflective Practive 4. OFFICE DESKWORK Overview Your First Day on the Job Steps for Development About the Deskwork Activity Normal School Deskwork Office Deskwork Performance Documentation and Rating Reflective Practice 5. MAKING ORAL PRESENTATIONS Overview How Do You See Yourself? Steps for Development About Oral Presentation Normal School Board Presentation Oral Presentation Performance Documentation and Rating Reflective Practice 6. PROVIDING LEADERSHIP IN GROUPS Overview Steps for Development The Simulation Group Problem-Solving Performance Documentation and Rating Reflective Practive 7. CONDUCTING STRUCTURED INTERVIEWS Overview Interviewing Your Two Interviews 8. PLANNING FOR PERSONAL DEVELOPMENT Overview The Proof Is in the Pudding Example of an Action Plan Your Own Action Plan RESOURCES REFERENCES INDEX
Powerful Leadership Development addresses current perceptions surrounding educational leadership. Public perceptions of the need for educational improvement, political perceptions of educational reform and leadership preparation are covered. Also a growing shortage of principals in our schools, cost-effective means of evaluating and strengthening the skills of current schools leaders, and applications of technology and cooperative learning are all topics of discussion and activities throughout the book.
David H. Lepard began his career in education in Pomona, California, completing his master's degree at Claremont Graduate University and doctorate from the University of Massachusetts where he directed a micro teaching clinic for future teachers. He assisted with early pilots the National Association of Secondary School Principals' (NASSP) principal assessment center program and later directed the first principal assessment center program in Prince William County, Virginia. Alice G. Foster is Senior Program Specialist, Secondary Education, for Stockton Unified School District. She earned her Ph.D. from the University of Southern California. Her 38 years in the field of education include being a high school teacher and administrator, Stockton Teachers' Association president and negotiator, grants writer, change agent in implementing school reform, and acquisitions editor. She has presented at state national conferences, served for 3 years on the ASCD Publications Committee, and has published articles in professional journals.