P a racticing the rt L of eadershiP A01_GREE8778_05_SE_FM.indd 1 07/02/16 10:04 AM This page intentionally left blank A01_GREE8778_05_SE_FM.indd 2 07/02/16 10:04 AM Fi fth Edition P a racticing the rt L of eadershiP A Problem-Based Approach to Implementing the Professional Standards for Educational Leaders Reginald Leon Green University of Memphis 330 Hudson Street, NY NY 10013 A01_GREE8778_05_SE_FM.indd 3 07/02/16 10:04 AM Vice President and Editorial Director: Kevin M. Davis Portfolio Manager: Julie Peters Content Producer: Miryam Chandler Development Editor: Martha Trydahl Project Manager: Pamela D. Bennett Portfolio Management Assistant: Anne McAlpine Executive Field Marketing Manager: Krista Clark Executive Product Marketing Manager: Christopher Barry Procurement Specialist: Deidra Smith Cover Designer: Carie Keller, Cenveo Publisher Service Cover Photo: Yuri Arcurs/Getty Images Full-Service Project Management: Saraswathi Muralidhar, Lumina Datamatics, Inc. Composition: Lumina Datamatics, Inc. Printer/Binder: RR Donnelley/Crawfordsville Cover Printer: RR Donnelley/Crawfordsville Text Font: Bembo Regular 10/12 Copyright © 2017, 2013, 2009 by Pearson Education, Inc. or its affiliates. All Rights Reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions/. Acknowledgements of third party content appear on page within text, which constitute an extension of this copyright page. Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees or distributors. Library of Congress Cataloging-in-Publication Data Names: Green, Reginald Leon. Title: Practicing the art of leadership : a problem-based approach to implementing the professional standards for educational leaders / Reginald Leon Green, University of Memphis. Description: Fifth edition. | Boston : Pearson, [2017] | Includes bibliographical references and index. Identifiers: LCCN 2016026575| ISBN 9780134088778 | ISBN 0134088778 Subjects: LCSH: Interstate School Leaders Licensure Consortium. | Educational leadership—Standards—United States. | School management and organization—United States. | Problem-based learning—United States. Classification: LCC LB2805 .G687 2017 | DDC 371.2—dc23 LC record available at https://lccn.loc.gov/2016026575 10 9 8 7 6 5 4 3 2 1 Print: ISBN 10:         0-13-408877-8 ISBN 13: 978-0-13-408877-8 Print with Enhanced eText: ISBN 10:        0-13-429018-6 ISBN 13: 978-0-13-429018-8 A01_GREE8778_05_SE_FM.indd 4 07/02/16 10:05 AM To my son, Reginald Leon Green II, in acknowledgment of his success in becoming an excellent leader in the field of business, and to the late Dr. Larry McNeal, who served as Chair of the Department of Leadership at the University of Memphis from 2003 until 2015 A01_GREE8778_05_SE_FM.indd 5 07/02/16 10:05 AM ABouT ThE AuThor Reginald Leon Green is Professor of Educational Leadership and Interim Chair of the Depart- ment of Leadership at the University of Memphis. He received a doctoral degree in Educational Administration and Supervision from the University of Missouri–Columbia, a Master’s of Educa- tion in Educational Administration and Supervision from Memphis State University, and a Bach- elor of Science in Sociology from Tennessee State University. Dr. Green has served at the teacher, principal, deputy superintendent, and superintendent levels of K–12 education and has been in higher education for 20 years. In 1977, Dr. Green was one of five educators chosen nationally to participate in the Rockefeller Foundation’s Superintendency Preparation Program, and in 1996, he was selected as an associate to the Institute for Educational Renewal under the leadership of Dr. John Goodlad. Most recently, Dr. Green published The Principalship: A Reflective Practice Perspective, 7th ed., with Thomas Sergiovanni. He has also authored The Four Dimensions of Principal Leadership: A Foundation for Leading 21st Century Schools and a book on inner-city education, as well as various articles concerning such topics as: educational restructuring, primary grade restructuring, gang violence, and other contemporary educational issues. He has completed national inquiries into nurturing characteristics that exist in schools and standards and assessment measures being estab- lished as a part of school renewal. This work led to the development of the Center for Urban School Leadership at the University of Memphis, where Dr. Green administered programs for 5 years to prepare principals for roles in urban school leadership using a nontraditional approach. Dr. Green continues to teach courses and conduct research in the areas of educational leadership, focusing on instructional leadership, educational renewal, underperforming schools, and partici- patory governance and change. vi A01_GREE8778_05_SE_FM.indd 6 07/02/16 10:05 AM PrEFACE The New ediTioN The processes used by school leaders and the skills needed to implement these processes are continuously changing. In the course of revising this text, the author attempted to address those changes. Some of the revisions come as a result of comments and suggestions from reviewers and users of the fourth edition, and others were necessitated by the author’s commitment to advance a text that fosters a problem-based approach to preparing leaders for today’s schools. The New FormaT • New Professional Standards for Educational Leaders: The new Professional Standards for Educational Leaders adopted in 2015 replace the ISLLC standards adopted in 2008. The new standards are listed in Chapter 1, and are referenced throughout the text. • New Learning Outcomes: Learning Outcomes have been added to each chapter. These outcomes allow you to identify the key points in each chapter and set expectations for reading each chapter. • Expanded End-of-Chapter Activities: “Moving into Practice” has been expanded providing additional information to allow you to self-assess your understanding and mastery of learn- ings from each chapter. • Practice Leadership Assessment Activities: New practice activities for the School Leaders Licensure Assessment are presented in the appendix. These activities are in the form of sce- narios providing you additional opportunities to practice for the SLLA. • Ancillary Support Materials: New ancillary support materials, including scenarios, activ- ities, PowerPoint presentations, and practice questions for each chapter, are now available from Pearson Education. • Chapter Rewrites: The contents of Chapters 2 and 3 have been rewritten to include current research in the area of educational leadership. Chapter 2 now includes a description of what today’s principals need to know and be able to do. Also, new concepts and materials have been added to Chapter 3. • New Chapter Content: New theoretical concepts have been added to each chapter. They are designed to assist you in strengthening the foundation upon which you build leadership behaviors, style, and disposition. New figures and tables have been added to enhance your understanding of the content. • New Material Aligned with the New Standards: New material that is aligned with the 2015 Professional Standards for Educational Leaders has been included in this edition: a new section on leader dispositions (Chapter 4); the importance of relationships and establishing a Professional Learning Community in schools (Chapter 4); and using data to inform instruc- tional leadership (Chapter 8). • Videos: Live videos are embedded in each chapter of the Pearson enhanced eText. The inclusion of videos will allow you to view examples of concepts, program models, and instructional strategies described in practical school situations. • The Companion Text: The companion text, The Four Dimensions of Principal Leadership: A Framework for Leading 21st Century Schools, has been aligned with the contents of this text in a manner that describes the practical aspects of school leadership. It moves leadership vii A01_GREE8778_05_SE_FM.indd 7 07/02/16 10:05 AM viii Preface theory and research to a new level of integration. The focus is on what school leaders need to know and understand in order to be effective in improving student learning. In addition, it outlines processes and procedures that school leaders use daily, taking into account the dynamic interaction that occurs between them and the individuals they lead. The content of the text outlines in four dimensions the need for leaders of 21st-century schools to have an understanding of the following: Dimension One, Understanding Self and Others; Dimen- sion Two, Understanding the Complexity of Organizational Life; Dimension Three, Building Bridges Through Relationships, and Dimension Four, Engaging in Leadership Best Practices. The author hopes that prospective school leaders and practitioners who read this text and work through the scenarios will find them to be beneficial. New Leaders For Today’s schooLs The challenges in today’s schools are increasing in frequency, complexity, and intensity, influenc- ing a demand for a new level of excellence from school leaders. These demands have become so critical that there is a resurgence of leadership preparation programs. Many universities are renewing their leadership preparation programs to incorporate a practice-oriented approach based on standards and accountability measures. This type of renewal is being advocated by a num- ber of national organizations and most state educational agencies. The organization that has laid the groundwork for this resurgence is the National Policy Board for Educational Administration (NPBEA). The programs crafted by this organization define and offer a “new leadership para- digm” that incorporates what the members believe is required behavior for today’s school leaders. Through a series of 10 standards, the National Policy Board for Educational Administration presents the Professional Standards for Educational Leaders, a common core of elements that link leadership behavior to productive schools and enhanced educational outcomes. The standards represent an effort to refine the skills of school leaders and to align leadership behavior with effec- tive educational outcomes (NPBEA, 2015). The Professional Standards for Educational Leaders provide “guideposts so that educational leaders can assess whether they are practicing what mat- ters most for the learning and well-being of each student” (NPBEA, 2015). Practicing the Art of Leadership: A Problem-Based Approach to Implementing the Professional Stan- dards for Educational Leaders is designed to support the new approach by providing a compilation of scenarios that incorporate the leadership behaviors informed by the standards. This text is designed to assist prospective school leaders in understanding the standards and developing the skills and attributes needed to put them into practice. The theories and processes that leaders use to meet challenging school situations are included. Theories are connected to practice in a man- ner that allows the prospective school leader an opportunity to understand how they can be used to resolve problems that confront school leaders. Notably, many of these theories are 30, 40, or 50 years old; however, they are still appropriate. What has changed over time is the process of prac- tice. Standards, competencies, accountability measures, and other societal demands have forced changes in the processes that leaders use with regard to the principles of these theories. A second, yet crucial, objective is to connect standards, theories, and contemporary litera- ture on school leadership to scenarios. The approach used is significantly different from the tradi- tional case study format, which probes issues that build on one another and need to be resolved. Instead, this text is written in a manner that recognizes that definitive action is extremely critical to the success of school leaders as they function on a day-to-day basis in a setting filled with complex challenges. A01_GREE8778_05_SE_FM.indd 8 07/02/16 10:05 AM Preface ix Use oF The TexT This text is designed for use in the capstone course of a leadership preparation program. There- fore, the content is written based on the assumption that individuals who utilize it have already developed a basic knowledge of administrative theories and concepts that inform leadership behavior. However, it has been recognized as being beneficial in an introductory or earlier course when used as a supplement to a text that treats the theoretical concepts of leadership in a com- prehensive manner. Those who use this text are cautioned that there is no substitute for reflective reasoning. The reader must select a solution to a school challenge based on the interrelationships between the people, the situation, the skills needed, and the environmental forces. An appropriate mix of theory, reflective thinking, and prescription enhances leadership effectiveness. ackNowLedgmeNTs I hereby gratefully acknowledge the assistance, encouragement, support, and sacrifice shown to me by my wife, Jean, and children, Cynthia, Stephanie, Reginique, and Reginald II. Obviously, the contents of a work of this nature come from a number of sources. First and foremost, I express appreciation to my leadership students for their reflections, assistance, and support during the many class sessions in which the content and scenarios were refined. Special thanks go to Deanna Stark, who served as research assistant for this edition and made a number of upgrades. In addition, the comments of the following reviewers were invaluable: Becky Cox, Univer- sity of Tennessee at Martin; John P. Dugan, Loyola University Chicago; and Felix Simieou III, University of Houston, Clear Lake. A01_GREE8778_05_SE_FM.indd 9 07/02/16 10:05 AM