62). Therefore the authors prescribe that these responsibilities should not fall simply on one individual but rather a upon a distributed leadership team.
In Chapter 4, the authors present meta-analysis of the 21 behaviors or responsibilities of the principals that "have a statistically significant relationship with student achievement" (p. 64). Each responsibility is explained and its correlation with achievement is reported. Describing each responsibility, the authors give several scenarios which describe what each responsibility would do in the actual setting. The scenarios give practitioners a clear understanding of each one. For instance, in the Change Agent responsibility: "the school leader demonstrates [Change Agent responsibility]...when he makes a commitment to implement a new reading program for at least two years to give it adequate time to work" (p. 45).
Chapter 5 focuses on the 21 responsibilities in relation to two types of change: incremental and deep change. First Order change is incremental change that fine tunes the system. Second Order Change, or deep change, alters the system to go in a new direction and all 21 responsibilities are "involved in the day-to-day first order changes" as part of the daily management of the school (p. 75).
Chapter, 6 focuses on the right work, which was mentioned before. The work factors can be grouped into school-level,...
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