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Leading Every Day
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Table of Contents

Introduction Book One: Leadership Every Day Day 1: We Are All Leaders Day 2: Effective Leadership Practices Day 3: Making Conscious Choices Day 4: Committing to a Moral Imperative Day 5: Using Power Appropriately Day 6: Building Shared Vision Day 7: Promoting Diversity Day 8: Leading For Results Day 9: Using Habits to Our Advantage Day 10: Generating and Sharing Knowledge Day 11: Keeping a Client-Centered Focus Day 12: Recognizing and Celebrating Success Day 13: Networking Day 14: Embracing Innovative Thinking Day 15: Aligning Actions and Beliefs Day 16: Examining Your Culture Day 17: Building a Trusting Climate Day 18: Collaborative Leadership Day 19: Building Relationships Day 20: Trying Something New Day 21: Coping with Ambiguity, Change, and Confusion Day 22: Leading Through Crisis Day 23: Balancing Leadership and Management Day 24: Living with Paradox Day 25: Paying Attention to Leadership Actions and Traits Day 26: Getting Support Day 27: Asking Good Questions Day 28: Finding Win/Win Solutions Day 29: Modeling Leadership Day 30: Ethical Leadership Day 31: Doing the Right Thing References Book Two: Leading Change Day 1: Change as a Process Day 2: Change Happens in People First Day 3: The Impact of Change Day 4: Moving through the Stages of Change-Concerns Day 5: Moving through the Stages of Change-Behavior Day 6: Change as Continuous Improvement Day 7: Speed of Change Day 8: The Missing Piece in Change Day 9: Balancing Constants and Change Day 10: Recognizing Assumptions Day 11: Crafting a Shared Vision Day 12: Mission and Goals Day 13: Motivating Others Day 14: Planning for Change Day 15: Origins of Change Day 16: Accepting Loss Day 17: Dealing with Disappointment Day 18: Change and Resilience Day 19: Facing Problems Day 20: Neutralizing Resistance Day 21: Capitalizing on Resistance Day 22: Knowing Your Constituents Day 23: Managing Multiple Change Efforts Day 24: Systems Thinking Day 25: Examining Change History Day 26: The Downside of Change Day 27: Building Ownership for Change Day 28: Individuals as Agents of Change Day 29: Self-Assessment as a Change Leader Day 30: Sustaining Individual Leadership Day 31: Initiating, Implementing, and Institutionalizing Change References Book Three: Leading Learning Communities Day 1: Leading Communities of Learning Day 2: Leading Learning in Organizations Day 3: Building Cultural Proficiency Day 4: Powerful Learning Experiences Day 5: How People Learn Day 6: Transformative Learning Day 7: Transforming Situational Learning Day 8: Defining Expertise Day 9: Characteristics of Effective Professional Learning Day 10: Aligning Beliefs and Behaviors Day 11: Designing Professional Development Day 12: Committing to Vision and Standards Day 13: Using Data to Guide Professional Development Designs Day 14: Inputs into Professional Development Design Day 15: Knowledge and Beliefs in Science and Mathematics Day 16: Professional Development in Context Day 17: Critical Issues to Consider Day 18: Ensuring Equity Day 19: Strategies for Professional Learning Day 20: Selecting and Combining Strategies Day 21: Professional Development for Student Impact Day 22: Balancing Philosophy and Pragmatism Day 23: Incorporating Reflexive Practice Day 24: Reaching Everyone or Scaling Up Day 25: Team Learning Day 26: Sharing Knowledge and Capturing Lessons Learned Day 27: Using Program Logic Models Day 28: Achieving Realistic Outcomes Day 29: Gathering Evaluation Data Day 30: Leading Learning by Example Day 31: Taking Responsibility for Learning References Book Four: Leading Effective Groups Day 1: Leading Groups Day 2: Four Roles of Group Leaders Day 3: Group Norms of Collaboration Day 4: Group Norm #1-Pausing Day 5: Group Norm #2-Paraphrasing Day 6: Group Norm #3-Posing Questions Day 7: Group Norm #4-Putting Ideas on the Table Day 8: Group Norm #5-Providing Data Day 9: Group Norm #6-Paying Attention to Self and Others, Verbal Communication Day 10: Group Norm #6-Paying Attention to Self and Others, Nonverbal Communication Day 11: Group Norm #7-Presuming Positive Intentions Day 12: Dialogue Versus Discussion Day 13: Dialogue as Reflective Learning Process Day 14: Eliciting Participation From Everyone Day 15: Cultural Proficiency Day 16: Establishing Clear Roles and Functions Day 17: Structuring an Effective Meeting Day 18: Providing Logistical Supports Day 19: Setting Up the Meeting Room Day 20: Group Decision Making Day 21: Reaching Consensus Day 22: Giving Feedback Day 23: Receiving Feedback Day 24: Handling Problems Day 25: Options for Resolving Conflict Day 26: Conflict as Opportunity Day 27: Facilitating Conflict Day 28: Resolving Value Conflicts Day 29: Dealing with Disruptive People Day 30: Beginnings and Endings Day 31: Six Domains of Group Development References Book Five: Leadership for Results Day 1: Results-Based Leadership Day 2: Role of Leader to Achieve Results Day 3: Using Rigorous Evidence Day 4: Being an Accountable Leader Day 5: Role of Policy in Achieving Results Day 6: Building a Culture of Continuous Improvement Day 7: Equitable Access to Data Day 8: Purposeful Use of Data Day 9: The Power of Data Day 10: Collaborative Inquiry Day 11: Engaging Everyone with Data Day 12: Data-Driven Dialogue Day 13: Root Cause Analysis Day 14: Cause and Effect Day 15: Cause and Effect Analysis: The Fishbone Day 16: Identifying Problems Day 17: Communicating about Problems Day 18: Criteria for Selecting Outcomes Day 19: Selecting the Right Intervention Day 20: Rapid Prototyping Day 21: Assessing Evaluation Day 22: Reflecting on Results Day 23: Planning for Success Day 24: Components of Trust Day 25: Keeping the Trust Day 26: Time Required for Results Day 27: Getting Better Results Day 28: Seeking Collective Impact Day 29: Sustaining a Focus on Continuous Improvement Day 30: Results Over Time Day 31: Continuing to Learn References Index

About the Author

Joyce Kaser is a Senior Program Associate in the Science, Technology, Engineering, and Mathematics (STEM) Program at WestEd. She has extensive experience in program evaluation, primarily the evaluation of STEM programs. She has served as a team member for the development of two frameworks for the National Assessment of Educational Progress: Science, 2009 and Technology and Engineering Literacy, 2014. Joyce also led the development of the background variables for students, teachers, and administrators participating in NAEP and was co-lead of the standard setting for the NAEP 2009 science project. Joyce has had numerous experiences in evaluating STEM professional development, including co-developing an external validation system for professional development and student enrichment programs. She is first author of , also published by Corwin. Joyce has been the facilitator for the New Mexico Secretary of Education's Math and Science Advisory Council and has evaluated National Science Foundation educational outreach projects. Prior to joining WestEd, Joyce directed the Washington, D.C. office of The NETWORK, a research and development organization, headed up an equity assistance center, and served as a district administrator and high school teacher. Currently she is involved in research of mathematics and science programs, looking specifically at learning progressions in science, computer-based tutoring systems, and program implementation. She holds an EdD from The American University. Susan Mundry is currently deputy director of Learning Innovations at WestEd and the associate director of WestEd's Mathematics, Science, and Technology Program. She directs several national or regional projects focused on improving educational practice and oversees the research and evaluation projects of Learning Innovations. She is codirector of a research study examining the distribution of highly qualified teachers in New York and Maine for the Northeast & Islands Regional Education Laboratory and is the project codirector for the evaluation of the Intel Mathematics Initiative, a professional development program for elementary and middle grades teachers aimed at increasing student outcomes in mathematics. She is also a Principal Investigator for two National Science Foundation projects that are developing products to promote the use of research-based practice in science and mathematics. Since 2000, Mundry has codirected the National Academy for Science and Mathematics Education Leadership, which provides educational leaders with training and technical assistance on professional development design, leading educational change, group facilitation, data analysis and use, and general educational leadership, as well as access to research-based information to improve teaching and learning. Building on this work, she provides technical assistance to several large urban schools districts engaged in enhancing leadership and improving math and science programs. As a senior research associate for the National Institute for Science Education (1997-2000), Mundry conducted research on attributes of effective professional development. She served on the national evaluation team for the study of the Eisenhower Professional Development program led by the American Institutes for Research, where she worked on the development of national survey instruments and the protocols for case studies. From 1982 to 1997, Mundry served in many roles from staff developer to associate director at The NETWORK, Inc., a research and development organization focused on organizational change and dissemination of promising education practice. There, she managed the work of the National Center for Improving Science Education and the Center for Effective Communication, provided technical assistance to schools on issues of equity and desegregation, oversaw national dissemination programs, and co-developed the "Change Game," (Making Change for School Improvement) a simulation game that enhances leaders' ability to lead change efforts in schools and districts. Mundry has written several books, chapters, and articles based on her work. She is coauthor of the best selling book, Designing Effective Professional Development for Teachers of Science and Mathematics (2nd edition), as well as Leading Every Day: 125 Actions for Effective Leadership, which was named a National Staff Development Council Book of the Year in 2003. Her latest book is The Data Coach's Guide to Improving Learning for All Students (2008). Katherine E. Stiles is a Senior Program Associate in the STEM Program at WestEd. Katherine is Co-Director of WestEd's National Academy for Science and Mathematics Education Leadership, providing professional development and support for education leaders nationwide. The foci of the Leadership Academy-effective leadership, educational change, professional development and communities of learners, facilitation, and using data and evidence to achieve results-are reflected in the book, (2013). She designs and leads science and mathematics education program evaluation projects at the school, district, state, and national level, focusing on assessing the quality of professional development, and the relationship between teachers' conceptual learning, changes in practice, and student learning. Katherine works with schools and districts to enhance student learning through the development of collaborative inquiry into data among staff as part of her work on the Using Data Project and as co-author of (2008). She was co-director of an NSF-funded project, Building Systems for Quality Teaching and Learning in Science, that resulted in the publication of professional development materials and a simulation board game on science education. The project extended the work of the seminal book on professional development that she co-authored, (2010). Prior to joining WestEd in 1995, Katherine worked at the National Science Resources Center in Washington, D.C., as a science curriculum developer and authored four curriculum units for the program. Susan Loucks-Horsley was the lead author of the first edition of Designing Professional Development for Teachers of Science and Mathematics and directed the professional development research for the National Institute for Science Education on which the book is based. At the time of her passing in 2000, Susan was the associate executive director of Biological Sciences and Curriculum Study (BSCS) and senior research associate for science and mathematics at WestEd. She had previously served as director of pro fessional development and outreach at the National Research Council's Center for Science, Mathematics, and Engineering Education, where she promoted and monitored standards-based education, especially the National Science Education Standards. Susan was a leading researcher, writer, and professional developer who enjoyed collaborating with others to address education's toughest problems. She was the lead author of sev eral books, including Continuing to Learn: A Guidebook for Teacher Develop ment, An Action Guide for School Improvement, and Elementary School Science for the 90s. In addition, she wrote numerous reports on teacher development for the National Center for Improving Science Education, as well as chap ters and articles on related topics. While at the University of Texas/Austin Research and Development Center for Teacher Education, she worked on the development team of the Concerns-Based Adoption Model (CBAM), a classic framework for understanding and leading change efforts.

Reviews

"This book continues to resonate, encourage, and motivate action. It's a powerful combination of inspirational, critical, and practical guidance delivered in daily doses." -- Stephanie Hirsh, Executive Director
"Skillful leadership requires pattern recognition and answering the question: Is this pattern productive for our group, organization or project? If not, how do I most effectively break that pattern and help those involved develop new and more productive ways of interacting? This practical and engaging book offers practical tools for leaders who want to be better creators of patterns that take hold and become the new habits in powerful groups." -- Bruce Wellman
"Leading schools and districts today has never been more challenging. The courageous people who choose this work need thoughtful, practical strategies that are easily accessible to reflect upon and refer to throughout the year. Leading Every Day: Actions for Effective Leadership, Third Edition delivers this resource. The new addition to the book on Leadership for Results is timely and addresses an actual leadership need apparent across the country. This book is a must-have for all education leaders, both new and experienced." -- Linda M. Paul, Ed.D.
"Leading Every Day challenges all of us who work in education to be effective leaders. This book puts the power to improve leadership skills in the hands of every working educator who wants the best for his/her students, teachers, schools, and communities. The book's organization around change, learning communities, effective groups and results is at the same time practical and stimulating. This is a book to keep on your desk for easy reference and to share with colleagues and friends." -- Patricia S. Bourexis, President
"Leading Every Day is a staple of our principal leadership program. Each chapter elevates our students' thinking about what it takes to become a leader in order to transform themselves and others toward a common outcome." -- Dr. John W. Somers, Professor of Teacher Education

"Leading Every Day is an excellent resource for aspiring, new and seasoned STEM leaders. This book includes a wealth of information that is organized to provide leaders the flexibility to reflect on small nuggets of knowledge and the application of that information to his/her specific work on a day-to-day basis. As such, it effectively promotes a culture of continuous and improved learning in the school community. This book is unique in considering every leader's demanding schedules and acknowledging the many challenges, they face. The daily quotes provide inspiring messages and motivation, coupled with a related discussion topic that helps lesders increase their effectiveness from day to day."



-- Zipporah Miller, Associate Executive Director

"In my career, I have worked with a few actual leaders in education and many aspiring leaders. This book affirms the characteristics of educational leaders and provides a roadmap*for those aspiring to effective educational leadership. The third edition of Leading Every Day is required reading for educators."

-- Rodger W. Bybee, Retired Executive Director
"Every leader needs inspiration and sage advice. Leading Every Day is an almanac of practical information for leaders committed to raising the bar for themselves, their colleagues, and their shared success." -- Karen Kearney, Leadership Initiatives
"An excellent resource for developing your own leadership action plan." -- Cynthia Willingham
"This book joins the ranks of Covey and Carnegie in helping readers to enhance and improve their leadership skills. Leading Every Day falls right in line with our school's implementation of PLC's and RTI. It gives me knowledge to be an effective change agent in my school." -- Paul Hurt, Assistant Principal
"Leading Every Day is a practical reinforcement of the idea that leadership is taking responsibility for something you care about. The daily entries, which can be used separately or together, encourage leaders to be reflective practitioners." -- Kathy DiRanna, Education Director

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