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Leading Dynamic Schools
Foreword by Gene V. Glass
Helps educational leaders create a dialogue that represents all stakeholders, define relevant policies that are ethically sound, and integrate legally mandated policies with schoolwide resolutions.
- Grade Level: PreK-12
- ISBN: 9781412915571
- Published By: Corwin
- Year: 2007
- Page Count: 144
- Publication date: June 27, 2007
Price: $31.95
For Instructors
When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.
Description
"Because the authors are critically aware of even the smallest detail and its ultimate effects on policy and stakeholders, their conclusions are not only logical but very well thought out and can be applied for maximum benefit."
—Michael Fisher, Critical Thinking Specialist
Starpoint Middle School, Lockport, NY
"The authors do an excellent job of recommending practical strategies to help school leaders reason through policy dilemmas. As an academic, a former practitioner, and former member of an educational policy and advocacy organization, I give a 'hats off' to the authors for approaching educational policy and school leadership in this way."
—Carri A. Schneider, Adjunct Faculty
Urban Educational Leadership Program University of Cincinnati
A practical guide for creating, implementing, and evaluating school policy.
This companion book to Principals of Dynamic Schools and Dynamic Teachers brings to life the process of making and enacting educational policy and helps decision makers evaluate, interpret, and analyze the policies that govern their schools.
In accessible language, Leading Dynamic Schools presents educational leaders with a conceptual framework for developing effective and ethical school policies. Organized by key issues such as English Language Learners, inclusion, and bullying, the text incorporates vignettes, research, and relevant theories to illustrate how readers can:
- Create a dialogue that represents the needs of all stakeholders
- Define relevant policies that are ethically sound
- Integrate legally mandated policies with schoolwide resolutions
Providing a forum for critical reflection and community deliberation, this insightful resource offers a practical policy-making process that encourages thoughtful leadership and schoolwide collaboration.
Key features
- A practical educational policy primer for the school level
- Guides practitioners on how to easily evaluate, interpret, and analyze policy
- Real-life vignettes and cases
Author(s)
![Sharon F. Rallis photo](https://us.corwin.com/Content/Img/no-image-available.png)
Sharon F. Rallis
Sharon F. Rallis is Dwight W. Allen Distinguished Professor of Education Policy and Reform at the University of Massachusetts at Amherst. Previously, she was professor of education at the University of Connecticut; lecturer on education at Harvard; and associate professor of educational leadership at Peabody College, Vanderbilt University. Her doctorate is from the Harvard Graduate School of Education. She has coauthored numerous books, including several on leadership: Principals of Dynamic Schools: Taking Charge of Change (with Ellen Goldring); Dynamic Teachers: Leaders of Change (with Gretchen Rossman); Leading Dynamic Schools: How to Create and Implement Ethical Policies (with Gretchen Rossman and others); and Leading With Inquiry and Action: How Principals Improve Teaching and Learning (with Matthew Militello and Ellen Goldring). Her numerous articles, book chapters, edited volumes, and technical reports address issues of research and evaluation methodology, ethical practice in research and evaluation, education policy and leadership, and school reform.
A past-president of the American Evaluation Association (2005) and current editor of the American Journal of Evaluation, Professor Rallis has been involved with education and evaluation for more than three decades. She has been a teacher, counselor, principal, researcher, program evaluator, director of a major federal school reform initiative, and an elected school board member. Currently, her teaching includes courses on inquiry, program evaluation, qualitative methodology, and organizational theory. Her research has focused on the local implementation of programs driven by federal, state, or district policies. As external evaluator or principal investigator (PI), she has studied a variety of domestic and international policy and reform efforts, such as alternative professional development for leaders; collaborations between agencies responsible for educating incarcerated or institutionalized youth; initiatives supporting inclusive education for children and youth with disabilities; local school governance and leadership; labor-management relations in school districts; and leadership development. Her work with students on evaluation and qualitative methodology has taken her as far as Afghanistan, Turkey, and Palestine.
![Gretchen B. Rossman photo](https://corwinpress.azureedge.net/sp-corwinpress-prod/images/default-source/authors/contributor-502666-v502666-502666-u6384286812.jpg?sfvrsn=93e66caf_0)
Gretchen B. Rossman
Gretchen B. Rossman is Professor Emerita of International Education and the Center for International Education at the University of Massachusetts Amherst. She received her PhD in education from the University of Pennsylvania, with a specialization in higher-education administration. She has served as a visiting professor at Harvard University’s Graduate School of Education. Prior to coming to the University of Massachusetts, she was senior research associate at Research for Better Schools in Philadelphia. With an international reputation as a qualitative methodologist, she has expertise in qualitative research design and methods, mixed-methods monitoring and evaluation, and inquiry in education. Over the past 30+ years, she has coauthored 15 books, 2 of which are editions of major qualitative research texts (Learning in the Field, third edition, with Sharon F. Rallis, and the present seventh edition of Designing Qualitative Research, with Catherine Marshall and Gerardo L. Blanco—both widely used guides for qualitative inquiry). In addition, she has published a book titled The Research Journey: An Introduction to Inquiry (with Sharon Rallis). She has also authored or coauthored more than 50 articles, book chapters, and technical reports focused on methodological issues in qualitative research synthesis, mixed-methods evaluation, and ethical research practice, as well as the analysis and evaluation of educational reform efforts both in the United States and internationally.
Professor Rossman has served as principal investigator (PI) or co-PI on several large U.S. Agency for International Development–funded projects (in Palestine, the Southern Sudan, Malawi, Tanzania, and India); as co-PI on a World Bank–funded multigrade schooling project (Senegal and Gambia); as lead trainer for a Save the Children–funded participatory monitoring and evaluation of professional training (Azerbaijan); and as external evaluator on several domestic projects, including a Department of Education–funded reform initiative, a National Science Foundation–funded middle-grades science initiative, and a number of projects implementing more inclusive practices for students with disabilities.
![Casey D. Cobb photo](https://corwinpress.azureedge.net/sp-corwinpress-prod/images/default-source/authors/contributor-532077-v532077-532077-u6384286812.jpg?sfvrsn=78e311ec_0)
Casey D. Cobb
Casey Cobb is Associate Professor of Education Policy and Director of the Center for Education Policy Analysis at the University of Connecticut. His current research interests include policies on accountability, school choice, and bilingual education, where he examines the implications for equity among historically marginalized populations. He teaches courses in policy studies, research methods and evaluation. Casey has also served as evaluator on several projects, most recently working with the Connecticut Department of Education to study inter-district magnet programs.
![Timothy G. Reagan photo](https://us.corwin.com/Content/Img/no-image-available.png)
Timothy G. Reagan
![Aaron Kuntz photo](https://us.corwin.com/Content/Img/no-image-available.png)
Aaron Kuntz
Table of Contents
Foreword by Gene V. Glass
Preface
1. The Many Ps of Policy
What Are Dynamic Schools?
Policy, Program, Procedure, or Practice?
What Do School Leaders Say About Policy?
Policy as Local Deliberative Process
2. The Choice to Act: Shaping the Dialogue
Reasoning
Acting
Evaluating
The Framework in Practice
3. Inclusion: From Dilemma to Imperative
Reasoning
Acting
Evaluating
Reviewing the Inquiry Process of This Dynamic School
4. Immigrants and the Schools: Opening or Closing Doors
Reasoning
Acting
Evaluating
5. Meeting the Needs of English Language Learners: More Than One Way
Reasoning
Acting
Evaluating
6. Asset Building and ‘No Pass, No Play’: Considering the Whole Child
Justice in Learning
The Scenario: Part II
Reasoning: Justice in Policy
Acting and Evaluating
The Scenario: Part III
7. School Climate: Preventing Acts of Bullying
Reasoning
Moral Reasoning
Acting
Evaluation
8. Putting the Framework Into Practice
A Dialogue Among Principals
Final Thoughts
References
Index
Reviews
"Because the authors are critically aware of even the smallest detail and its ultimate effects on policy and stakeholders, their conclusions are not only logical but very well thought-out and can be applied for maximum benefit."Michael Fisher, Critical Thinking Specialist
Starpoint Middle School, Lockport, NY
"The authors do an excellent job of recommending practical strategies to help school leaders reason through policy dilemmas. As an academic, a former practitioner, and former member of an educational policy and advocacy organization, I give a ‘hats off’ to the authors for approaching educational policy and school leadership in this way."Carri A. Schneider, Adjunct Faculty, Urban Educational Leadership Program
University of Cincinnati
"Educators and library collections catering to them receive a survey arranged by key issues that blends vignettes and research with policy reviews and more. A key to designing successful school and community interactions."The Bookwatch, September 2007
For Instructors
When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.