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Building Effective Learning Communities

Strategies for Leadership, Learning, & Collaboration

By: Susan S. Sullivan, Jeffrey G. Glanz

Establish collaborative learning communities that foster high academic standards!

This groundbreaking text demonstrates how to build collaborative environments that not only help schools achieve national standards, but also help the school community realize high academic standards. Centered on a conceptual framework focused on modeling reflective practice, each chapter provides practicing and prospective school leaders with:

Approaches that can be employed at all educational levels
Materials that educate leaders about themselves
Tactics for building a reflective learning community
Suggestions for promoting individual and group development

Discover the techniques that foster collaborative learning communities in which all members of the school community achieve high academic standards!

Product Details

Grade Level: PreK-12
ISBN: 9780761939832
Published By: Corwin
Year: 2005
Page Count: 200
Publication date: June 23, 2005

Price: $39.95

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Description

Establish collaborative learning communities that foster high academic standards!

Today's school leaders face a difficult reality: the pressure to meet national standards often eclipses the pursuit of additional academic goals. This groundbreaking text seeks to remedy this conflict by enabling practicing and prospective school leaders to build collaborative, constructive environments that not only help schools achieve national standards, but also help the school community realize high academic standards.

Sullivan and Glanz put forth a conceptual framework centered on modeling reflective practice. This framework and the authors' suggested strategies and techniques provide school leaders with:

Approaches that can be employed at all educational levels
Materials that educate leaders about themselves
Tactics for building a reflective learning community
Suggestions for promoting individual and group development

Discover the techniques that foster collaborative learning communities in which all members of the school community advance high academic standards.

Key features

Principal and leadership mailers in both K-12 and higher education. One of the hallmarks of this author team is their ability to cross boundaries between K-12 and higher ed with great success.
Nice follow-up to Glanz's new premium book from ASCD on leadership styles.

Author(s)

Susan S. Sullivan

Susan Sullivan is currently Chair of the Department of Education at the College of Staten Island (CSI), City University of New York (CUNY) where all undergraduate and graduate education programs are under the direction of the Chair. Previously, she was the Chair of the Education Department for six years. She continues to teach post master’s courses in supervision of instruction and educational leadership in the Department leadership program. She is co-principal investigator on an NSF grant that supports the Teacher Education Honors Academy and is a founder of the CSI High School for International Studies. In addition, she is currently planning a leadership program for Chinese school administrators.

Her continued research interests center on supervision of instruction and its alternatives, reflective practice, and the role of leadership and supervision of instruction, in particular, in school transformation, themes on which she continues to write journal articles. In addition to the third edition of Supervision that Improves Teaching and Learning: Strategies and Techniques, she and Jeffrey Glanz have coauthored a staff development book, Supervision in Practice, and are the authors of Building Effective Learning Communities.

Jeffrey G. Glanz

Jeffrey Glanz currently serves as a Senior Fellow at the Institute for University-School Partnership, Director of the Masters Program and the Raine and Stanley Silverstein Chair in Professional Ethics and Values at the Azrieli Graduate School of Jewish Education and Administration at Yeshiva University. Prior to coming to YU, Dr. Glanz served as Dean of Graduate Programs and Chair of the Department of Education at Wagner College in Staten Island, New York. He also coordinated the educational leadership program that led to New York State certification as a principal and assistant principal. Prior to arriving at Wagner, he served as executive assistant to the president of Kean University in Union, New Jersey. Dr. Glanz held faculty status as a tenured professor in the Department of Instruction and Educational Leadership at Kean University’s College of Education. He was named Graduate Teacher of the Year in 1999 by the Student Graduate Association and was also that year’s recipient of the Presidential Award for Outstanding Scholarship. He served as a teacher and assistant principal in the New York City public schools. He has conducted numerous workshops and seminars internationally. Dr. Glanz has authored, coauthored, and co-edited 20 books and has many peer-reviewed article publications.

Table of Contents

Preface

Acknowledgments

About the Authors

About the Contributor

Part I. Preparing for Leadership: Focusing on the Personal

1. Reaching Our Common Goal: High Achievement for All Children

2. Leadership and Self-Knowledge

3. Let Us Learn

4. Developing a Personal Vision Statement for Building and Sustaining Leadership

Part II. Building a Learning Community and a Community of Learners: Strategies and Techniques

5. Bridging the Personal and the Interpersonal

6. Getting Started: Setting the Tone

7. Getting There

8. Pulling It Together

Resource: The Problematic Student

References

Index

Reviews

"The authors frame the chapters in a logical and clear organization so that a busy superintendent can pick up the book after several days and regain context and content. They provide solid research and real-life context to their work through examples and vignettes."

The School Administrator, February 2006

"Sullivan and Glanz have written an integrative book that encompasses the values of educational leadership, educational psychology, and communication skills."

PsycCRITIQUES, February 2006

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