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New Leaders: A New Paradigm in Educational Leadership

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• analyze the strategy of changing a successful existing program in an established organization to create a model that is more scalable and financially sustainable
• consider the opportunities and challenges of a partnership to scale impact
• understand a variety of revenue models for social impact organizations
• unpack common trade-offs and tensions between financial sustainability, efficacy and scale; and identify conditions and strategic choices that can support organizations maximize financial sustainability, efficacy and scale.

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• Case Studies & Research Notes

PELP case studies illuminate systems-level leadership challenges in large urban districts and education-related organizations. Together with research notes and teaching notes for instructors, the PELP case library is an extensive body of working knowledge for academics and practitioners alike.

• Case Library at HBS Publishing
• Research Notes on Frameworks & Strategy

Case Library at Harvard Ed Press

• Teaching Notes

The Case Library at Harvard Business School Publishing

The following cases are publicly available to access below. For the multimedia cases (PEL-097, PEL-098, PEL-099), when redirected to Harvard Business Press, make a free educator's account, create a coursepack, select "institution pay" (cost remains free), add the multimedia case to the coursepack, add an enrollment number, and publish the coursepack to access the multimedia case link that you can share with students/participants. Harvard Business Publishing can answer additional questions about accessing multimedia cases. For the multimedia cases, printer-friendly accessible versions are available upon request by emailing  [email protected] .

• PEL-099:  BMore Me: Empowering Youth Through Learning in Baltimore City Schools, Multimedia Case
• PEL-098:  The Cure is in the Culture: Systems Change for Black Boys in the Oakland USD, Multimedia Case
• PEL-097:  The HR Life Cycle: Human Capital Systems in the Madison Metropolitan School District, Multimedia Case
• PEL-093:  Access, Autonomy, and Accountability: School Governance Dilemmas in Post-Katrina New Orleans (B) Case Supplement Note on Governance
• PEL-092:  Access, Autonomy, and Accountability: School Governance Dilemmas in Post-Katrina New Orleans (A)
• PEL-091:  Baltimore City Public Schools (City Schools): The [Entry] of a New Chief Executive Officer
• PEL-090:  Metro Nashville Public Schools (MNPS): The [Entry] of a New Director of Schools
• PEL-089: PLIE: Improving the Capacity of School Leaders in Argentina
• PEL-087:  The Nike School Innovation Fund: Scaling for Impact in Oregon Public Schools
• PEL-085:  Decentralization in Clark County School District: Strategy is Everyone's Job
• PEL-080:  Uncommon Schools (B): Seeking Excellence at Scale through Standardized Practice
• PEL-079:  Uncommon Schools (A): A Network of Networks
• PEL-084:  Denver Public Schools (B): Innovation and Performance?
• PEL-076:  Denver Public Schools 2015 (A): Innovation and Performance?
• PEL-074:  Organizing for Family and Community Engagement in the Baltimore City Public Schools
• PEL-073:  Between Compliance and Support: The Role of the Commonwealth in District Takeovers
• PEL-071:  Career Pathways, Performance Pay, and Peer-Review Promotion in Baltimore City Public Schools
• PEL-070:  Baltimore City Public Schools: Implementing Bounded Autonomy (B)
• PEL-063:  Baltimore City Public Schools: Implementing Bounded Autonomy (A)
• PEL-068:  Central Falls High School
• PEL-067:  Meeting New Challenges at the Aldine Independent School District (B)
• PEL-030:  Meeting New Challenges at the Aldine Independent School District (A)
• PEL-062:  The Parent Academy: Family Engagement in Miami-Dade County Public Schools
• PEL-061:  The Turn-Around at Highland Elementary School
• PEL-055:  Taking Human Resources Seriously in Minneapolis
• PEL-054:  Focusing on Results at the New York City Department of Education
• PEL-053:  Managing Schools for High Performance: The Area Instruction Officer at Chicago Public Schools
• PEL-047:  Using Data to Improve Instruction at the Mason School
• PEL-044:  Race, Accountability, and the Achievement Gap (B)
• PEL-043:  Race, Accountability, and the Achievement Gap (A)
• PEL-041:  Managing at Scale in the Long Beach Unified School District
• PEL-039:  The STAR Schools Initiative at the San Francisco Unified School District
• PEL-033:  Managing the Chicago Public Schools
• PEL-029:  Reinventing Human Resources at the School District of Philadelphia
• PEL-028:  Differentiated Treatment at Montgomery County Public Schools
• PEL-027:  Memphis City Schools: The Next Generation of Principals
• PEL-026:  New Leadership at Portland Public Schools
• PEL-024:  Staffing the Boston Public Schools
• PEL-013:  Learning to Manage with Data in Duval County Public Schools: Lake Shore Middle School (B)
• PEL-008:  Learning to Manage with Data in Duval County Public Schools: Lake Shore Middle School (A)
• PEL-009:  The Campaign for Human Capital at the School District of Philadelphia
• PEL-007:  Long Beach Unified School District (B): Working to Sustain Improvement (2002-2004)
• PEL-006:  Long Beach Unified School District (A): Change That Leads to Improvement (1992-2002)
• PEL-005:  Pursuing Educational Equity at San Francisco Unified School District
• PEL-004:  Aligning Resources to Improve Student Achievement: San Diego City Schools (B)
• PEL-003:  Aligning Resources to Improve Student Achievement: San Diego City Schools (A)
• PEL-002:  Compensation Reform at Denver Public Schools
• PEL-001:  Bristol City Schools (BCS)

Research Notes on Frameworks and Strategy

• PEL-096: Note on Racial Equity in School Systems
• PEL-095:  Successfully Restarting Schools in the Face of COVID-19: A Framework
• PEL-082:  Superintendents of Public School Districts as Sector Level Leaders
• PEL-081:  Creating Public Value: School Superintendents as Strategic Managers of Public Schools
• PEL-078:  Principals as Innovators: Identifying Fundamental Skills for Leadership of Change in Public Schools
• PEL-083:  A Problem-Solving Approach to Designing and Implementing a Strategy to Improve Performance
• PEL-011:  Note on Strategy in Public Education
• PEL-010:  Note on the PELP Coherence Framework

The following case studies are available for purchase from Harvard Ed Press. If you are interested in receiving the teaching note(s) for the KC-designated cases listed below, please email [email protected] .

• KC37CHA:  Challenges to Implementing Innovation and Accountability in Denver
• KC36INVE:  Investing in Teachers: The Lawrence Public Schools Respond to State Receivership
• KC39SCAL:  Scaling Up Data Wise in Prince George's County Public Schools
• KC40NAV: Navigating Governance Changes and District Improvement: Strategic Leadership in St. Louis Public Schools
• KC41LEAD: Leaders Change, Policies Evolve: The Lawrence Public Schools Respond to State Receivership (Act II)

Teaching Notes (available upon email request)

• PEL-094: Access, Autonomy, and Accountability: School Governance Dilemmas in Post-Katrina New Orleans (A) & (B)
• PEL-088: The Nike School Innovation Fund: Scaling for Impact in Oregon Public Schools
• PEL-086: Denver Public Schools: Innovation and Performance?
• PEL-075: Organizing for Family and Community Engagement in the Baltimore City Public Schools
• PEL-072: Career Pathways, Performance Pay, and Peer-Review Promotion in Baltimore City Public Schools
• PEL-069: Central Falls High School
• PEL-066: Managing Schools for High Performance: The Area Instruction Officer at Chicago Public Schools
• PEL-065: Baltimore City Public Schools: Implementing Bounded Autonomy
• PEL-060: Learning to Manage with Data in Duval County Public Schools: Using the Case in an Education Entrepreneurship Course
• PEL-059: Taking Human Resources Seriously in Minneapolis
• PEL-058: Memphis City Schools: The Next Generation of Principals
• PEL-057: Focusing on Results at the New York City Department of Education
• PEL-052: Southwest Airlines: Using Human Resources for Competitive Advantage (A) - Using the Case with Education Administrators
• PEL-049: Bristol City Schools
• PEL-048: Using Data to Improve Instruction at the Mason School
• PEL-046: Race, Accountability, and the Achievement Gap (A) and (B)
• PEL-042: Managing at Scale in the Long Beach Unified School District
• PEL-040: The STAR Schools Initiative at the San Francisco Unified School District
• PEL-036: Meeting New Challenges at the Aldine Independent School District
• PEL-035: Reinventing Human Resources at the School District of Philadelphia
• PEL-034: Managing the Chicago Public Schools
• PEL-032: New Leadership at Portland Public Schools
• PEL-031: Staffing the Boston Public Schools
• PEL-023: Long Beach Unified School District (B): Working to Sustain Improvement (2002-2004)
• PEL-022: The Campaign for Human Capital at the School District of Philadelphia
• PEL-021: Learning to Manage with Data in Duval County Public Schools: Lake Shore Middle School (A) and (B) Series
• PEL-020: Long Beach Unified School District (A): Change That Leads to Improvement (1992-2002)
• PEL-019: Pursuing Educational Equity at San Francisco Unified School District
• PEL-018: Aligning Resources to Improve Student Achievement: San Diego City Schools Case Series
• PEL-017: Compensation Reform at Denver Public Schools
• PEL-016: Bristol City Schools
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Leadership Case Studies in Education

Northouse and Lee adopt the definition of leadership put forth by Northouse in his influential textbook Leadership Theory and Practice: “Leadership is a process whereby an individual influences a group of individuals to achieve a common goal” (2). The co-authors state that the common goal of educators is “to create a safe place where students can effectively learn and grow” and so it follows that leadership – the process of influence – is central to the educators’ vocation (2). During the past one hundred and fifty years, researchers have offered multiple approaches to understand precisely how leadership works, and Lee and Northouse succinctly summarize various approaches and provide case studies based on actual situations in education to help readers to apply the theoretical concepts. Following their introduction, each of the remaining fifteen chapters in Leadership Case Studies in Education presents one theory for understanding leadership along with two case studies, one focused on K-12 and one in higher education.

The first half of the book generally parallels developments in leadership research in the twentieth and twenty-first centuries, beginning with theories that hone in on the leader’s characteristics or actions (trait, skills, and behavior) and moving to theories that explain group processes (situational, path-goal, and leader-member exchange). Chapters eight through ten examine more recent descriptions of th e qualities of a leader presenting transformational, authentic, and service leadership theories. These are followed by chapters on adaptive leadership, psychodynamic approach to understanding leadership, ethics, and team leadership. The book concludes with case studies that highlight the significance of gender and culture.

The sixteen higher education case studies cover a range of leadership positions. Three of the case studies feature a university president; six present situations faced by administrators or staff working outside of academic affairs; one is about a student leader; and six focus on faculty. A set of six questions concludes each case study. The first three directly address the case study, while the second set connects the case study to Northouse’s text.

Northouse and Lee wrote Leadership Case Studies in Education as a companion text to Northouse’s Leadership Theory and Practice. The case study text offers compact summaries of each leadership theory, which are intended to serve primarily as review of the more thorough presentation and assessment in the main text. For example, in Theory and Practice, Northouse devotes thirteen pages to leader-member exchange theory, describing early and later studies, explaining how the theory works, presenting its strengths and limitations, and suggesting possible application. Case Studies condenses this to less than three pages.

Northouse and Lee write that their intended audience is “undergraduate and graduate classes in education and educational leadership,” (ix) so it is not surprising that its usefulness to this audience may be limited. The case studies draw on real-life situations but are missing discussion and analysis. This may be a useful companion textbook for classes in educational leadership, but without the corresponding textbook Leadership Case Studies in Education misses an opportunity to influence readers outside the classroom in the common goal of improving education.

• Author Rights
• Diversity, Equity & Inclusion

• JOLE 2023 Special Issue
• Editorial Staff
• 20th Anniversary Issue
• Leadership Education and Experience in the Classroom: A Case Study

Douglas R. Lindsay, Ph. D., Anthony M. Hassan, Ed. D., David V. Day, Ph. D.  10.12806/V8/I2/AB4

Introduction

Recent authors have extolled the virtues of practical application to the academic study of leadership (Blackwell, Cummins, Townsend, & Cummings, 2007; Posner, 2009). In fact, several authors assert that without practical experience to connect the education obtained from leadership courses then little may be gleaned from these programs (e.g., Connaughton, Lawrence, & Ruben, 2003; Day, 2000; Roberts, 2008). Whereas leadership education is important, it is only one part of a larger, ongoing leader development process (Day, 2000; Kezar, et al., 2006).

Unfortunately, in much of the extant leadership education students learn the academic material and then much later in their program they will apply the material in the form of a practicum or senior project (Brungardt, Greenleaf, Brungardt, & Arensdorf, 2006). In terms of longer term application, it is either hoped or assumed that the lessons learned will transfer to future leadership situations (DiPaolo, 2008; Williams, Townsend, & Linder, 2005). This is understandable given the limited time frame for a leadership course, but it should not be taken as the only or best way to teach leadership. A question addressed in this article is how can leadership educators balance the academic material of a formal classroom course (i.e., theory, models, and research) needed to provide a solid foundation of leadership education for the student and the need for applied practice within the limited time frame (i.e., a semester) of a leadership course.

This will be done through the examination of a core leadership course taught at the United States Air Force Academy. The paper will (a) describe the background and basic framework of the course, (b) address the balance of education versus practical application, and (c) offer preliminary results and implications for individual leader development.

The United States Air Force Academy (USAFA) is a four-year undergraduate institution established in 1954 with the mission to educate, train, and inspire men and women to become officers of character who are motivated to lead the United States Air Force in service to the nation. As part of that mission all cadets are required to complete an academic course on leadership in their junior year. The focus of the course is on their personal leadership development. Within that focus, there are three primary objectives – (a) understand conceptually the behavioral science and leadership concepts that are fundamental to leadership development, (b) improve the student’s interpretation and analysis of various leadership situations, and (c) improve the student’s ability to facilitate their own leadership development. This is a tall task within the scope of one semester; however, the approach is not unique to this particular course. What makes this course unique is how it is delivered in terms of taking into account the personal context of each student while tailoring the learning to the needs of each respective student.

At stake here is the critical balance between the academic content of leadership and the applied nature of its actual application. If you offer one without the other then the student will get an unrealistic picture of the leadership dynamic. One way to try and balance these competing processes is along the lines of the Scientist- Practitioner model where the focus is on ensuring that there are opportunities to apply theory to practice within academic programs (e.g., Lindsay, Tate, & Jacobs, 2008; Murphy & Saal, 1990). Many leadership educators and researchers agree with this combination (e.g., Connaughton, et al.., 2003; Doh, 2003; Kayes, 2002; Van Velsor, Moxley, & Bunker, 2004). While it makes sense to use such an approach, a question to consider is what that would look like on a day-to-day basis within the context of the leadership classroom.

Prince (cited in Connaughton, et al., 2003) offered a framework suggesting how this could be done, which was adopted for use at USAFA in the leadership course. He presented four criteria that leadership development programs should consider. The first is to make sure that the teaching methods line up with the desired outcomes. This implies that we have specific outcomes to which we are trying to teach. Therefore, if we are concerned with the practical application of the material, then our pedagogy ought to line up with our course objectives. Second, he suggested that we need to create opportunities that will allow the students to apply the knowledge to their lives and grasp the consequences of their actions or inaction. This means that instead of leaving students up to their own devices and experiences, that we are intentional about these experiences and how students will experience them. Therefore, more involvement by us as educators beyond the traditional classroom walls is required. The third criterion is that there must be some sort of reflection in this process that involves the faculty. This implies a partnering with the student in their developmental process. Roberts (2008) provides a description of how reflection can be added into the classroom environment. Finally, the students must have multiple learning opportunities. This means a varied approach to not only the teaching of leadership itself, but in how we assess their learning and create developmental experiences based on the assessment findings during their leadership education. These criteria help set the stage for how an academic leadership course can manage this balance between academic theory and practical application.

Implementation and Assessment

This balance between theory and application is addressed on day one of the course as part of the first class assignment. Specifically, students are required to identify a leadership position that they currently hold and use that as the referent for the rest of the course. This could be a formal leadership position or it could be a different position such as a team captain, student club, or community project.

Everything that is taught subsequently and all of the assessments take into account that frame of reference. Since many students taking part in leadership education are at early stages of their respective careers, the only frame of reference that they may have is of being a student, what is provided them in our course (e.g., case studies), or from limited work experience. Ignoring this fact means missing out on an opportunity to connect with the students in their current context. By having them select a current leadership role, we help them make these connections. This is important. As Connaughton et al. (2003) suggested, often leadership is discussed in abstract terms, when in reality, the practice of leadership occurs within a specific context. Accordingly, if we are to educate students on leadership, we must account for their current context (Conger & Toegel, 2003). In addition to this idea of context, Doh (2003) suggested that in order to effectively teach leadership, the methods and programs must be adapted to the specific needs, attitudes, and circumstances of the students. This again indicates that we need to meet the students and connect with them where they are developmentally and then provide them the education and experiences that will help them in their individual leader development. In doing so, the students will become active participants in the leadership experience. The following assessments are used to facilitate this developmental process.

Once a leadership position is selected, the students engage in a self study process. The self study approach is used in place of typical case study analysis. Although case studies add value in encouraging students to analyze a particular scenario and diagnose what went wrong, what went right, and so forth, the potential limitation is that students are expected to put themselves into an artificial situation in which they may have little or no experience. Thus, the overarching concern is that they may not be able to relate to the actual constraints and contextual nuances of the situation (i.e., being a CEO of a Fortune 500 corporation). According to Day (2000), research shows that there is relatively weak transfer of the lessons learned from classroom development programs unless they are linked more directly to experience such as with some form of action learning. With the self study approach cadets take the leadership situation which they identify early in the course and use it in an action learning type of process. Whereas action learning typically takes place in a group format within a specific academic or organizational context, the current leadership course adopts an individual-level approach using the context of a currently held leadership position. Therefore, the learning that takes place in the classroom is applied in real time within a personally meaningful context (as with action learning) that is reflected upon through self study. Cadets work on the self study throughout the semester. At the end of the course they write a reflection paper highlighting issues such as what course content they implemented in their leadership position, reflections on what went well or not so well, and developmental experiences they encountered and used to practice their leadership skills.

Leadership Application Exercises

In addition to the self study, cadets complete several leadership application exercises that are focused at the personal and interpersonal levels. First, they do an analysis that consists of a personal reflection regarding their personality. This assignment is referred to as – “Who are you.” This process allows cadets to generate information about how they see themselves and what they bring to the particular leadership situation. This is based on the idea of who you are determines how you lead (Hogan & Kaiser, 2005). They next gather 360-degree feedback from cadets who include superiors, peers, and subordinates that are directly affected by their current leadership position. They take this information and then process it in the form of a reflection paper. In addition to this reflection, they examine any differences that existed between their self assessment and the 360-degree feedback. Finally, they take the information from the self assessment and peer feedback and use it to develop an individualized leader development plan. Once this plan is developed, they implement the plan and this serves as a critical component to the self study that was referenced earlier. This framework allows the instructor to guide each cadet through the entire developmental process. The instructor therefore takes on more of a coaching role in which they provide the student feedback throughout the semester regarding their progress and development in their current leadership position. In this way the cadets do not consider leader education in isolation or in reference to someone else (i.e., case study). It is in their life, therefore they own the experience. This process of analysis models for the student how they can apply the material to future leadership positions.

Another technique used in the classroom to help apply the material is through a process of reflection and journaling in hopes of shifting mental models about leadership and its relevance to personal development. This has the advantage of having the student think about the material in a deeper way than is possible within the relatively sterile classroom context. This is an important skill to develop in that reflection is thought to be a key competency needed for leaders to be effective, especially in more complex and multicultural settings (Roberts, 2008). The primary challenge is for the instructor to create appropriate reflection questions that not only address the course content, but also tie into the application exercises and personal experiences of the student. Cadets participate in a journaling process throughout the entire semester with the hope of it continuing beyond the end of the term.

The results from the course have been mainly qualitative to date. The feedback from instructors has been overwhelmingly positive. They feel that they are making meaningful breakthroughs with the students and that the classroom discussions are richer and more varied due to the students’ application of the material outside the classroom. Instructors also feel that the classroom dynamic has pushed them both personally and professionally to be more engaging and to sharpen skills such as facilitation and feedback giving. Since students bring their personal experiences into the classroom, this allows for a different type and deeper level of processing of the material. This process has also had a similar effect on the instructors. Many have reported an increase in their own development as instructors and leaders.

From the students’ perspectives the results have been equally as compelling. End of course critiques show that students found it easier to apply the material outside of the classroom since the focal experiences were personalized in the course. In addition, they state that they see clearer connections between the material and its future application to their lives. They also report a greater value of a reflective assessment strategy rather than one based on more objective means (i.e., tests of knowledge on leadership content).

In summary, the leadership course at the United States Air Force Academy uses an individualized form of self study as a means to balance the academic and applied nature of leadership education. In addition, by using the criteria presented by Prince (2001), personalized developmental experiences are used that enable the cadets to apply the material real-time and be able to see results of their efforts over the course of a single semester. Cadets are not only growing in their knowledge of leadership, they are growing personally as they take the information from the classroom and apply it to their own personal leadership experiences. While additional quantitative assessment of the course is needed and planned for to determine the long-term effects of such an education experience, based on the qualitative information reported to date, the experience has been both educational as well as developmental for students and instructors.

Blackwell, C., Cummins, R., Townsend, C., & Cummings, S. (2007). Assessing perceived student leadership skill development in an academic leadership development program. Journal of Leadership Education, 6 , 39-58.

Brungardt, C., Greenleaf, J., Brungardt, C., & Arensdorf, J. (2006). Majoring in leadership: A review of undergraduate leadership degree programs. Journal of Leadership Education, 5 , 4-25.

Conger, J., & Toegel, G. (2003). Action learning and multi-rater feedback as leadership development interventions: Popular but poorly deployed. Journal of Change Management, 3 , 332-348.

Connaughton, S. L., Lawrence, F. L., & Ruben, B. D. (2003). Leadership development as a systematic and multidisciplinary enterprise. Journal of Education for Business, 79 , 46-51.

Day, D. V. (2000). Leadership development: A review in context. Leadership Quarterly, 11 , 581-613.

DiPaolo, D. (2008). Echoes of leadership education: Reflections on failure, forgetting, and our future. Journal of Leadership Education, 7, 77-91.

Doh, J. P. (2003). Can leadership be taught? Perspectives from management educators. Academy of Management Learning and Education, 2 , 54-67.

Hogan, R., & Kaiser, R. (2005). What we know about leadership. Review of General Psychology, 9 , 169-180.

Kayes, D. C. (2002). Experiential learning and its critics: Preserving the role of experience in management learning and education. Academy of Management Learning and Education, 1 , 137-149.

Kezar, A., Carducci, R., & Contreras-McGavin, M. (2006). Rethinking the “L” word in higher education: The revolution of research on leadership. ASHE Higher Education Report, 31 (6). Hoboken, NJ: Wiley.

Lindsay, D. R., Tate, B. W., & Jacobs, R. R. (2008). Practicum: A teaching tool to highlight the scientist-practitioner model. The Industrial-Organizational Psychologist, 45, 39-47.

Murphy, K., & Saal, F. E. (1990). Psychology in organizations: Integrating science and practice. In K. Murphy & F. Saal (Eds.), Series In Applied Psychology (pp. 49-66), Hillsdale, NJ: Erlbaum and Associates.

Posner, B. Z. (2009). From inside out: Beyond teaching about leadership. Journal of Leadership Education, 8 , 1-10.

Prince, H. (2001). Teaching leadership: A journey into the unknown. Concepts and connections: A newsletter for leadership educators, 9 , 3.

Roberts, C. (2008). Developing future leaders: The role of reflection in the classroom. Journal of Leadership Education, 7, 116-129.

Van Velsor, E., Moxley, R. S., & Bunker, K. A. (2004). The leader development process. In C. D. McCauley, & E. Van Velsor (Eds.), The Center for Creative Leadership handbook of leadership development (pp. 204-233). San Francisco: Jossey-Bass.

Williams, J., Townsend, C., & Linder, J. (2005). Teaching leadership: Do students remember and utilize the concepts we teach? Journal of Leadership Education, 4, 62-74.

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Case studies for educational leadership : solving administrative dilemmas

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• CHAPTER ONE â Using Case Studies and ISLLC Standards to Teach Future Educational Leaders An Explanation of the ISLLC Standards Organization of Case Studies by ISLLC Standard How to Use the Case Studies in This Book Homework Spontaneous Response Jigsaw Activity Non-linguistic Activity Intent of the Case Studies
• CHAPTER TWO - Instructional Leadership 2-1. An All-Day Field Trip Impacts the Instructional Program (ISLLC Standard 2) 2-2. Kindergarten and the Twins: What Is Our Vision for Learning? (ISLLC
• Standard 1) 2-3. The High School Math Department: Are We Serving All Stakeholders? (ISLLC Standard 1) 2-4. Parentsâ Agreement â No Data Means â Get Rid of It!â
• (ISLLC Standard 3) 2-5. The Physical Education Dress Code and Its Fairness to All Students (ISLLC --Standard 5) 2-6. The Social Studies Teacher and Ethical Behavior (ISLLC Standard 5) 2-7. State Tests and Ethics
• (ISLLC Standard 6) 2-8. The Uncompromising Math Teacher (ISLLC Standard 3) 2-9. The Walkout and Related Politics (ISLLC
• Standard 6)
• CHAPTER THREE - Ethics and Management 3-1. An Alleged Steroid User (ISLLC Standard 6) 3-2 .Another Assistant Superintendent Falsely Accuses One of Your Staff (ISLLC Standard 5) 3-3. A Board Memberâ s Son in a Fight (ISLLC Standard 3) 3-4. Cell Phones, a Bomb Threat, and a Building Evacuation (ISLLC Standard 3) 3-5. Differing Philosophies about Discipline (ISLLC Standard 5) 3-6. The Electricity Goes Out During the School Day: How to Manage This Situation. (ISLLC Standard 3) 3-7. Ethics and the Principalâ s Decision
• (ISLLC Standard 5) 3-8. Misuse of the RtI Initiative (ISLLC Standard 6) 3-9. A Murder Occurs a Block Away From the School: Maintaining a Safe Environment. (ISLLC Standard 3) 3-10. Office Politics â How Does a Conscientious Administrator Deal With Them and Still Maintain a Vision for Learning? -
• (ISLLC Standard 1) 3-11. The Principal Has to Develop a Plan For Disposing of an Oil Storage Tank: Legalities and Politics (ISLLC
• Standard 6) 3-12. The Principal Has Turned the Faculty against You: an Internal Public Relations Situation (ISLLC Standard 4) 3-13 .The Superintendent Is Using District Funds to Fix a District Car That He is Going to Buy: What Is the Ethical Course of Action?(ISLLC Standard 5 ) 3-14. --A Tornado Strikes at Night â Should I Leave my Family to Check on the Building? (ISLLC Standard 3) 3-15. Trying to Implement a â Zero-Based Budgetâ to your Department Chairs (ISLLC Standard 3)
• CHAPTER FOUR - Organization and Development of Curriculum 4-1. Evaluating the Reading Curriculum Revision (ISLLC Standard 1) 4-2. Kindergarten Curriculum Revision: Promoting an Effective Learning Environment Amid Politics (ISLLC Standard 3 4-3. The Life Skills Curriculum: Student Learning vs. Board Politics (ISLLC Standard 3) --4-4. The Math Curriculum Council: Professional Advancement vs. Whatâ s Best for Kids
• (ISLLC Standard 2) 4-5. Middle School Philosophy and Personal Beliefs Impact Student Learning Opportunities (ISLLC Standard 3) 4-6. The Mosquito Unit: When Ownership Takes Precedence Over Student Learning (ISLLC Standard 2) 4-7. Selecting a New Reading Series: Letâ s Maintain a Focus! (ISLLC Standard 1) 4-8. Selling a New Assessment Initiative to Your Department: Itâ s all about Student Learning! (ISLLC Standard 2) 4-9. The Speech Teacherâ s Personal Agenda vs. the Instructional Program Goals (ISLLC Standard 3)
• CHAPTER FIVE - Supervision of Personnel 5-1. Assignment of Classrooms to Benefit a New Teacher (ISLLC Standard 5) 5-2. The Dynamic Reading Program Equals a Recipe for Success? (ISLLC Standard 2) 5-3. The First Year Teacher and the Supervision Process (ISLLC Standard 2) 5-4. Four Internal Candidates Donâ t Get the Administrative Job (ISLLC Standard 6) 5-5. Jakeâ s Classroom Management (ISLLC Standard 2) 5-6 The Outdoor Education Program That Goes Bad (ISLLC Standard 6) 5-7. The Move from Associate Chair to Department Chair: How to Evaluate My Predecessor (ISLLC Standard 3) 5-8. A New Assistant Superintendent Is Chosen over An Internal Candidate (ISLLC Standard 3) 5-9. The Science Teachersâ Seniority vs. the Instructional Program (ISLLC Standard 5)
• CHAPTER SIX - School Community Relations &-- Strategic Planning 6-1. The Band Boosters and a Trailer: A School Community Relations Dilemma (ISLLC Standard 4) 6-2. The Central Office Snitch (ISLLC Standard 3) 6-3 Crisis Management â A Student Fatality (ISLLC Standard 6) 6-4. The Dumpster Incident: Internal and External Public Relations (ISLLC Standard 6) 6-5. Graduating Studentsâ Families Get into a Fight in the School Parking Lot (ISLLC Standard 4) 6-6. Let My Son Graduate even though He Failed Two Courses (ISLLC Standard 5) 6-7. Local Florist Lodges a Complaint about the Date of the Prom (ISLLC Standard 4) 6-8. Media Scoops and the Schoolâ s Public Image (ISLLC Standard 4) 6-9.
• A Parent Raises a Concern about the Technology Curriculum (ISLLC Standard 4) 6-10. The Principal Is Directed to Ban the Local Newspaper Editor from the School (ISLLC Standard 4) 6-11. Students against Drinking and Driving: A Good Idea Goes Bad (ISLLC Standard 3) 6-12. Studentsâ Drinking in Front of the School and the Political Implications (ISLLC Standard 6) 6-13. A Student Visa â a Neighboring District Charges Tuition (ISLLC Standard 5)
• CHAPTER SEVEN - Diversity Issues in Educational Leadership 7-1. Bilingual Issues (ISLLC Standard 4) 7-2. The Blind ELL Student: Whoâ s Responsible? (ISLLC Standard 2) 7-3. Communication with a Stubborn Superintendent (ISLLC Standard 6) 7-4. Faculty Issues Related to Gender (ISLLC Standard 5) 7-5. Homosexuality Issues and a Board Meeting --(ISLLC Standard 5) 7-6. Placement in the Gifted Program? (ISLLC Standard 3) 7-7. Pride and Snobbery Between School Districts (ISLLC Standard 5)
• CHAPTER EIGHT â Hereâ s What Happened Chapter Two Case Studies Chapter Three Case Studies Chapter Four Case Studies Chapter Five Case Studies Chapter Six Case Studies Chapter Seven Case Studies --.
• (source: Nielsen Book Data)

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Case Studies for Educational Leadership: Solving Administrative Dilemmas 1st Edition

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Case Studies for Educational Leadership gives educational leadership students an opportunity to project themselves into real-life administrative situations and prepare for their future positions in the field. Each case study contained in this practical first edition book asks students to analyze complex problems, consider the moral ramifications of their approach, think on their feet, and ultimately solve the issue at hand.

Appropriate as a supplemental text or a main text to a range of educational leadership courses, this text thoroughly presents the key areas of educational leadership, including instructional leadership; ethics and management; organization and development of curriculum and its alignment with instruction with assessment; supervision of personnel; school community relations and strategic planning; and diversity issues in educational leadership.

• “Here’s What Happened” features following each case study share the true-life story of a real school administrator and prepare readers for realistic situations.
• “Ethical consideration” components within each case study encourage students to reflect upon different approaches to solving the case studies, as well as the possible moral ramifications of each decision.
• Covers multiple administrative positions , such as department chair, assistant principal, principal and central office administrator, preparing readers for a range of educational leadership positions.
• ISLLC standards alignment and cross-reference charts allow readers to draw parallels between standards and case studies.
• ISBN-10 0135094046
• ISBN-13 978-0135094044
• Edition 1st
• Publisher Pearson
• Publication date January 28, 2010
• Language English
• Dimensions 6.9 x 0.5 x 9 inches
• Print length 192 pages
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Stephen Midlock has held an array of administrative positions in diverse school districts for the last two decades. These varied experiences have given him a rich background from which the case studies of this book have grown. He presently is a tenure-track assistant professor in the College of Education at the University of St. Francis, in Joliet, Illinois.

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• Publisher ‏ : ‎ Pearson; 1st edition (January 28, 2010)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 192 pages
• ISBN-10 ‏ : ‎ 0135094046
• ISBN-13 ‏ : ‎ 978-0135094044
• Item Weight ‏ : ‎ 10.9 ounces
• Dimensions ‏ : ‎ 6.9 x 0.5 x 9 inches
• #332 in Education Administration (Books)
• #31,125 in Unknown

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Stephen f. midlock.

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Leaders’ Experiences of Integrated Leadership Development in Higher Education

Kolb’s experiential learning theory and the 70:20:10 model.

• Edinam Bernice Amenumey University of Cape Coast, Ghana
• Yaw Agyeman Badu Ghana Institute of Management and Public Administration, Ghana

This article examines the perceptions of leaders of a public university in Ghana on how leader and leadership development perspectives are reflected in the institution’s leadership development (LD) practices. While there is an extensive body of literature on LD, further research is required on how leader and leadership development perspectives can be integrated. The study examined the applicability of the 70:20:10 model to leaders’ LD experiences and blended this model with Kolb’s experiential learning theory. A qualitative case study research approach was employed to explore the experiences of the institution’s leaders. Data were gathered using semi-structured interviews, document review and observation of a training session. The data were analysed using the thematic perspective of narrative analysis. The study found that the concepts in the 70:20:10 model, namely (1) on-the-job task performance (2) relationships in the workplace, and (3) training formed the basis of formal and informal sources of learning that propelled leaders in their development journeys. However, the university did not leverage these to consciously integrate the perspectives of leader and leadership development. It is thus recommended that LD should be consciously planned to ensure holistic learning from the three sources in the university setting.

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