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Differentiating School Leadership Facing the Challenges of Practice by Daniel L. Duke
  

Differentiating School Leadership Facing the Challenges of Practice

Synopsis

Differentiating School Leadership Facing the Challenges of Practice by Daniel L. Duke

The proposed book maintains that schools face distinct types of challenges requiring distinct types of leadership. There are not, however, an infinite number of types of challenges, at least not for practical purposes. The book focuses on four sets of challenges that any principal might confront, depending on local circumstances. A principal can address each set of challenges successfully, but only by recognizing the distinctive nature of the challenges and adjusting his/her approach accordingly. This recognition of the need to make adjustments in leadership is referred to as odifferentiated leadership.oeThe idea of differentiated leadership has its roots in contingency theory, situational leadership theory, and path-goal theory (Northouse, 2007). That the concept of leadership requires differentiation is further evidenced by the variety of adjectives used to modify the term u instructional leadership, moral leadership, distributed leadership, servant leadership, normative leadership, and so on. In recent years, educators have been attracted to the notion of differentiated instruction. They have recognized that one form of instruction is unlikely to address the needs of all students. The approach begins with actual situations confronting contemporary principals and then analyzes the kinds of leadership functions most likely to handle the situations effectively. The book opens with an introduction to the idea of differentiated leadership and why it is important for principals to understand how different schools may face very distinct sets of challenges. Trying to apply a oone-size-fits-alloe type of leadership can have disastrous results. The introduction also contains an overview of oorganizational diagnosticsoe and the kinds of data needed to assess the particular kinds of challenges presented by a particular school at a particular point in time.

Reviews

Duke's divergence from 'cookie-cutter
leadership theory in

[this book] is a result of his extensive work as a researcher and consultant in school transformation and turnaround schools. The simplicity of the message and case studies to illustrate interventions needed in high-priority school settings identified in [this book] provide a practical and insightful look into improving schools. -- Glenn Stephen Baete * School Leadership & Management Vol 31-5 * Superintendents, curriculum specialists, and teacher leaders will find the information useful and the suggestions easily implemented, to say nothing of the thoughts provoked and the comments generated by those who share the reading. -- Stephen Shepperd, Retired Elementary Principal Addresses real issues of every school leader. The vignettes, cases, and stories provide important insight into what an educational leader at the school level can be faced with each day. These examples lend themselves to great material for a professional book study with practicing principals as well as those who aspire to take on that role. -- Michelle Gayle, Principal Offers a set of extremely useful heuristics, mental models, and organizational checklists with which future and practicing school leaders can analyze leadership situations and take positive, focused action to improve school conditions. I really appreciated the numerous frameworks for thinking about school reform and the models that clearly differentiated across different school conditions. The author's gift for narration brings the reader into the case studies and allows you to almost be sitting alongside experienced educational leaders as they ponder about and make decisions concerning critical educational issues. This is highly insightful and helpful for the reader just learning about the complexity of educational leadership and a critical gift for their own future decision making. -- Dan W. Butin, Assistant Dean of Educational Leadership


About the Author

After teaching high school social studies and serving as a secondary school administrator, Daniel L. Duke embarked on a career in higher education. For over three decades he has taught courses on educational leadership, organizational change, and school reform as well as conducted research on various aspects of public schools. After serving on the faculties of Lewis and Clark College and Stanford University, he came to the University of Virginia as chair of Educational Leadership and Policy Studies. Duke founded and directed the Thomas Jefferson Center for Educational Design and helped establish the Darden-Curry Partnership for Leaders in Education (PLE), a unique enterprise involving the Curry School of Education and the Darden Graduate School of Business Administration. He serves as research director for the PLE. A prolific writer, Duke has authored or co-authored 27 books and several hundred scholarly articles, monographs, chapters, and reports. His most recent books include The Challenges of Educational Change (2004), Education Empire: The Evolution of an Excellent Suburban School System (2005), Teachers' Guide to School Turnarounds (2007), and The Little School System That Could: Transforming a City School District (2008). A highly regarded consultant, Duke has worked with over 150 school systems, state agencies, foundations, and governments across the United States and abroad. He has served as president of the University Council for Educational Administration and was chosen as Professor of the Year at the Curry School of Education.

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Book Info

Publication date

2nd March 2010

Author

Daniel L. Duke

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Publisher

SAGE Publications Inc

Format

Paperback
160 pages

Categories

Organization & management of education
Management: leadership & motivation

ISBN

9781412970501

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