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Innovative Approaches to Educational Leadership

Selected Cases

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Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton

Of late, leadership has come to include individuals in elementary, secondary and tertiary institutions who do not necessarily carry leadership titles.  Faculty in preK-16 institutions, along with other staff and community people, have increasingly begun to take on leadership responsibilities as shared leadership is articulated and practiced more and more in education.  This volume focuses on educational leadership--broadly defined.  More specifically, following several research-based thought pieces in which the authors define and discuss this new conception of leadership, contributors offer preK-16 case study illustrations of this recent conception of educational leadership.  Readers will use this casebook as a foundational text for courses in teacher education, educational leadership, business and higher education. It includes detailed chapters focused on teacher leadership, principal leadership and higher educational leadership.
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Introduction (Carrie Rogers / Kofi Lomotey / Adriel Hilton)

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Introduction

CARRIE ROGERS, KOFI LOMOTEY, AND ADRIEL HILTON



Typically, when we think of an educational leader, whether at the primary, secondary or higher education level, we think of a man or woman who has a formal leadership role and title (e.g., principal, assistant principal, dean, president, provost, vice president, chancellor, headmaster, et cetera). The person in such a role has been hired by an individual or a group of individuals (e.g., a board of trustees or a board of education) to fulfill specific leadership responsibilities. They play vital roles that have been fulfilled since educational institutions were first established in this country.

These leaders perform administrative, managerial and supervisory roles within educational institutions. They are responsible for hiring, evaluating, training and (when necessary) terminating educators and other staff and managing budgets. They (1) insure that curricula are developed, (2) interact with politicians to secure adequate financial and human resources and (3) address community concerns and needs. We—as students, teachers, professors, parents and community people—expect these designated leaders to lead these institutions. More and more, individuals within educational institutions who do not hold official leadership titles are choosing to fulfill some of these leadership roles. Moreover, often those in traditional leadership roles have devised creative and non-traditional ways to lead their institutions.

This volume is about individuals and groups of individuals who serve leadership roles within educational institutions, though they do not...

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