0 Figures and Tables vii
The Author ix
Acknowledgments xi
1 The What and the How of Student-Centered Leadership 1
2 Three Capabilities for Student-Centered Leadership 21
3 Dimension One: Establishing Goals and Expectations 45
4 Dimension Two: Resourcing Strategically 61
5 Dimension Three: Ensuring Quality Teaching 81
6 Dimension Four: Leading Teacher Learning and Development 103
7 Dimension Five: Ensuring an Orderly and Safe Environment 125
8 Putting Education Back into Educational Leadership 143
References 157
Index 167
Figures and Tables
Figures
Figure 1.1 Five Dimensions of Student-Centered Leadership 9
Figure 1.2 Five Dimensions Supported by Three Leadership Capabilities 16
Figure 2.1 How Relational Trust Works in Schools 34
Figure 2.2 Two Ineffective Strategies for Dealing with Performance Problems 37
Figure 3.1 How Goal Setting Works 47
Figure 5.1 The Ladder of Inference 99
Figure 5.2 Questions for Checking the Validity of Inferences 100
Figure 6.1 Two Competing Theories About the Use of Data About Reading Achievement 117
Figure 6.2 Two Strategies for Leading Teacher Change 118
Tables
Table 2.1 The Relationship Between Three Principals Pedagogical Understandings and Their Conduct of Classroom Observations 25
Table 2.2 A Problem-Solving Skill: Identifying Solution Requirements 29
Table 2.3 Principals Problem Solving: A Comparison of Expert and Typical Principals 33
Table 2.4 An Open-to-Learning Approach to Communicating Performance Concerns 40
Table 2.5 Key Components of an Open-to-Learning Conversation About a Performance Issue 41
Table 3.1 Goal Setting: Common Challenges and How to Overcome Them 56
Table 4.1 Some Criteria for the Design of Smart Tools 72
Table 5.1 Questions for Inquiry into the Quality of Teaching 92
Table 8.1 Ambivalent Leadership of a Team Meeting 153
