About the Editors About the Contributors Preface Part I: Setting the Stage 1. The Development of Comprehensive School Reform - Joseph Murphy and Amanda Datnow Part II: New American Schools Designs 2. Expeditionary Learning Schools: Tenacity, Leadership and School Reform - Greg Farrell 3. The Modern Red Schoolhouse: Leadership in Comprehensive School Reform Initiatives - Sally B. Kilgore and James D. Jones 4. Co-nect: Purpose, Accountability, and School Leadership - Bruce Goldberg and Donald M. Morrison 5. The Accelerated Schools Project: Can a Leader Change the Culture and Embed Reform? - Christine Finnan and James Meza, Jr. 6. New American Schools: District and School Leadership for Whole-School Reform - Mark Berends, Susan Bodilly, and Sheila Nataraj Kirby Part III: Annenberg Challenge Initiatives 7. The Chicago Annenberg Challenge: Lessons on Leadership for School Development - Mark A. Smylie, Stacy A. Wenzel, and Carol R. Fendt 8. The Bay Area School Reform Collaborative: Building the Capacity to Lead - Michael Aaron Copland Part IV: Other National Comprehensive School Reform Designs 9. Success for All: District and School Leadership - Amanda Datnow and Marisa Castellano 10. The Coalition of Essential Schools: Leadership for Putting the Common Principles into Practice - Peter M. Hall and Peggy L. Placier 11. The Comer School Development Process: Developing Leadership in Urban Schools - Charles M. Payne and John B. Diamond Part V: Conclusion 12. Leadership Lessons from Comprehensive School Reform Designs - Joseph Murphy and Amanda Datnow Index
Leadership Lessons from Comprehensive School Reforms explores three clusters and ten actual models used in comprehensive school reform. Leadership Lessons from Comprehensive School Reforms shows how leadership is affected by and transformed by the major reform initiatives being implemented in America's schools. While research-based, the editors and contributors have committed to writing to a broad audience of practitioners. The editors provide readers with lessons in leadership that can be drawn from the programs explored in each chapter by leaders in their field.
Joseph F. Murphy is the Frank W. Mayborn Chair and associate dean at Peabody College of Education at Vanderbilt University. He has also been a faculty member at the University of Illinois and The Ohio State University, where he was the William Ray Flesher Professor of Education. In the public schools, he has served as an administrator at the school, district, and state levels, including an appointment as the executive assistant to the chief deputy superintendent of public instruction in California. His most recent appointment was as the founding president of the Ohio Principals Leadership Academy. At the university level, he has served as department chair and associate dean. He is past vice president of the American Educational Research Association and was the founding chair of the Interstate School Leaders Licensure Consortium (ISLLC). He is co-editor of the AERA Handbook on Educational Administration (1999) and editor of the National Society for the Study of Education (NSSE) yearbook, The Educational Leadership Challenge (2002). His work is in the area of school improvement, with special emphasis on leadership and policy. He has authored or co-authored 18 books in this area and edited another 12. His most recent authored volumes include Understanding and Assessing the Charter School Movement (2002), Leadership for Literacy: Research-Based Practice, PreK-3 (2003), Connecting Teacher Leadership and School Improvement (2005), Preparing School Leaders: Defining a Research and Action Agenda (2006), and Turning Around Failing Schools: Lessons From the Organizational Sciences.