| Description |
1 online resource (xiv, 210 pages) |
| Series |
Critical issues in the future of learning and teaching ; volume 10 |
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Critical issues in the future of learning and teaching ; 10.
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| Contents |
TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- INTRODUCTION -- PART 1:EDUCATIONAL LIVES SEEN FROM AN INVITING PERSPECTIVE -- CHAPTER 1: EDUCATION MATTERS, REALLY -- WORDS MATTER -- EDUCATIONAL LIVING MATTERS -- IDEALS AND INSTITUTIONS MATTER -- ORCHESTRATING IDEALS AND CONVENTIONS MATTER -- COMPARISONS MATTER -- STRUCTURES MATTER -- MENTORING CONVERSATIONS -- CHAPTER 2: THE INVITING PERSPECTIVE -- LEADING WITH INTEGRITY -- PERSPECTIVES ON PERSPECTIVES -- MEANINGFUL MESSAGES -- LIVING FOUNDATIONS -- Democratic Ethos -- The Perceptual Tradition |
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Self-Concept TheoryWORKING WITH INVITATIONS -- AREAS OF INVITING -- Inviting Oneself Personally -- Inviting Others Personally -- Inviting Oneself Professionally -- Inviting Others Professionally -- MENTORING CONVERSATIONS -- PART 2: IMAGINATIVELY LEADING, MANAGING, AND MENTORING EDUCATIONAL LIVES -- CHAPTER 3: LEADING FROM THE INSIDE OUT -- CORE AUTHENTICITY -- ESCAPING REALITY -- METAPERCEPTIONS -- UNDERSTANDING SELF-SYSTEMS -- THE IMPORTANCE OF EXPERIENCE -- MENTORING CONVERSATIONS -- CHAPTER 4: MANAGING AND MENTORING YOUR EDUCATIONAL SELF |
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THE IMPORTANCE OF CHOICESDEVELOPING PRACTICAL WISDOM -- EDUCATIONAL LIFE STRATEGIES -- SAVOURING DAILY LIFE -- ATTENDING TO SELF-MENTORING -- PROBING INNER CONVERSATIONS -- BECOMING REFLECTIVE PractitionerS -- TRUSTING ONESELF -- RESPECT ONESELF -- THOUGHTFUL OPTIMISM -- MANAGING PERSONAL WELLNESS -- MENTORING CONVERSATIONS -- CHAPTER 5: LEADING OTHERS -- THE PERCEPTUAL CORE OF INTERACTION -- LIVING COMMUNICATION -- IMPORTANCE OF RELATIONSHIPS -- SUSTAINED ACTION -- Being Ready -- Doing With -- FOLLOWING THROUGH -- MENTORING CONVERSATIONS |
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CHAPTER 6: ARTFULLY MANAGING CONFLICT, REALLYINTERPERSONAL TENSIONS -- Using the Six Cs -- Concern -- Confer -- Consult -- Confront -- Combat -- Conciliate -- MANAGING PHILOSOPHICAL DIFFERENCES -- MENTORING CONVERSATIONS -- CHAPTER 7: LEADING FOR VALUED KNOWLEDGE -- PROMOTING A POSITIVE AND REALISTIC SELF-CONCEPT-AS-LEARNER -- Relating -- Asserting -- Investing -- Coping -- LEADING MINDFUL LEARNING -- VALUED KNOWLEDGE -- MENTORING CONVERSATIONS -- CHAPTER 8: MANAGING EDUCATIONAL SENSIBILITIES -- CONSIDER CARING |
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DIALOGUE ON INVITATIONAL LEARNINGSUCCESSFUL INTELLIGENCE -- MAKING TOUGH CHOICES -- MENTORING CONVERSATIONS -- CHAPTER 9: LEADING EDUCATIONAL COMMUNITIES -- STRUCTURE, FREEDOM, AND COMPLEXITY -- EDUCATIONAL METAPHORS (FACTORY VS. FAMILY) -- SCHOOLS AS EFFICIENT FACTORIES -- SCHOOLS AS INVITING FAMILIES -- IMAGINING AN INVITING FAMILY SCHOOL -- THE ESSENTIAL FOCUS OF AN INVITING FAMILY SCHOOL -- MENTORING CONVERSATIONS -- CHAPTER 10: MANAGING A STARFISH -- STARFISH POWER -- INVITING MEANINGFUL CHANGE -- MENTORING CONVERSATIONS |
| Summary |
This book is written for the growing number of people (teachers, administrators, support staff, parents, and community members) throughout the world who wish to face the challenges of school leadership in ways that feel right, make sense, and contribute to sustaining defensible educational practices. Using and extending the evolving core ideas of the global inviting school movement, it provides a hopeful approach to educational leadership, management, and mentorship that combines philosophical defensibility, administrative savvy, and illustrative stories. A systematic framework for examining the challenges of educational leadership, the Educational LIVES model, is used to organize the book. It is centred on the idea that leadership is fundamentally about people and the caring and ethical relationships they establish with themselves, others, values and knowledge, institutions, and the larger human and other-than-human world. Emphasized throughout the book are the special quality of relationships needed to appreciate individuals in their uniqueness and the types of messages that intentionally call forth their potential to live educational lives. We call this approach the inviting perspective and offer the experiences of educators from around the world who put imaginative acts of hope into practice daily as they lead, manage, and mentor. Leading for Educational Lives: Inviting and Sustaining Imaginative Acts of Hope in a Connected World is divided into three unequal parts. In Part 1, "Educational LIVES Seen From an Inviting Perspective," we offer two orienting chapters that look at the unique nature of education seen as a guiding ideal along with the practical nature of an inviting theory of practice for constructing relationships that call forth deepened human possibilities. The foundations of the inviting approach combined with the Educational LIVES model point to the concrete possibilities for practice in the ten chapters in Part 2, "Imaginatively Leading, Managing, and Mentoring Educational LIVES." Part 3, "Dare to Lead for Education," is made up of a convergent chapter that looks at what is involved in artfully speaking up for educational lives, personally and professionally. This book is meant to serve as a text for anyone interested in educational leadership from an inviting ethical perspective, an approach that is being used by a growing number of educators throughout the world. It can serve as a stand-alone text or in conjunction with a more traditional survey text |
| Analysis |
onderwijs |
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education |
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Education (General) |
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Onderwijs (algemeen) |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Educational leadership.
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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Droit.
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Sciences sociales.
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Sciences humaines.
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Educational leadership
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| Form |
Electronic book
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| Author |
Armstrong, Denise E., author.
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Browne, Brendan, author
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| ISBN |
9789462095540 |
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946209554X |
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