This book is about the improvement of school leadership accountability. The demands for it have been mounting. The responses to it have been at best vague and often unacceptable. At stake may be the future of society that so heavily depends on how those who are today's school children would act accountably in decades to come. Three working assumptions guide this book: school leaders are expected to use the powers bestowed upon them to respond to demands placed on them and also to be accountable for their actions; to respond best to the demands for accountability, school leaders need to identify specific challenges that they must face and meet; and, in addition to the acquisition of fundamental knowledge and skills needed for the general practice of school leadership, school leaders must master specialized competencies to pursue each specific challenge. Only in this way can they become fully accountable. This book is written for school leadership trainees, their professors, supervisors and coaches, assistant principals, principals in their initial years, experienced principals who wish to reflect on, rejuvenate as well as to mentor younger colleagues and school district professionals. It can also be of use to lay leaders who are concerned with the improvement of accountability for our school leaders.
PART ONE: NEW LENSES ON SCHOOL LEADERSHIP ACCOUNTABILITY; * Accountability as a Point Of Departure; * Accountability-Driven Leadership Challenges; * Specialists in Other Fields Who Face Comparable Challenges; PART TWO: INTERVIEWING SPECIALISTS ABOUT THEIR CHALLENGES AND COMPETENCIES; * The Airline Captain Navigates toward A Destination; * The Traffic Police Officer Maintains Safety and Enforces the Rules The Grower Maximizes the Crop Yield; * The Automobile Service Advisor Helps To Solve Problems; * The Chief Financial Officer In A Non-Profit Organization Assumes Fiduciary Responsibility; * The Hospital Chaplain Provides Emotional Comfort When Needed; * The Courtroom Judge Manages And Adjudicates Conflicts; * The Choral Conductor Uses Performances in Beneficial Educational Ways; PART THREE: BACK IN THE BOX WITH THE NEW LENSES; * Additional Competencies for School Leaders; * School Leaders React to the Specialists' Recommendations; * Residency with Specialists -- A Bold Suggestion; PART FOUR: REDUCING THE VAGUENESS OF SCHOOL LEADERSHIP ACCOUNTABILITY; * Trying on and Getting Used to Wearing the Special Lenses; * Monitoring the Effects of the Special lenses and Continuously Adjusting Them for the Improvement of School Leadership Accountability.