Articles from Leadership (January 1, 2008)

Title	Author	Type	Words
A new model for district office organization: at Napa Valley USD, district staff approach The result is an authentic supportive relationship with school sites, and a focus on student learning.	Glaser, John; Toscano, Elena		2080
Effective leaders make the difference in how change is experienced.	Lee, Bob		344
Fastball leadership: when fastballs are hurled at school leaders from every direction, the tendency is to duck and cover. Effective leaders, however, have the vision, courage and integrity to do the right thing.	Cash, Jeanie		2655
Guiding the growth of California's school leaders: California school leaders face unique challenges and extra demands. Leadership development programs are key to helping administrators excel in their complex roles.			2403
Leadership is a beach: cascading waves of mandates can make school leaders long for a tranquil shore to escape to. Here's how to work with, rather than against, the waves of change.	Wilhelm, Terry		1721
Outcomes mirror conditions at non-white schools: California should stop studying--and actually fix--its overcrowded schools and hire more qualified teachers, despite the budget deficit being forecast.	Manthey, George		747
Shared leadership shared results: when power and authority become a shared responsibility, the magnitude of energy focused on schoolwide improvement is multiplied exponentially.	McGuire, Gary		1398
Six dimensions of leadership: ACSA has developed its leadership coaching model around six dimensions of leadership that will clarify, integrate and focus research and standards.	Bossi, Mike		2711
Teaming up for teaching and learning: Instructional Leadership Teams are helping this district refocus the role of the principal to improve teaching and learning, and to develop leadership capacity through coaching and professional learning.	Seaton, Mike; Emmett, Rae Etta; Welsh, Kevin; Petrossian, Alice		2709
The Adaptive School; The Power of a Positive No.	Manthey, George	Book review	486
The other side of change: giving directives to teachers and enforcing compliance often results in teacher skepticism, resistance and mistrust. To create lasting change, principals should design action steps based on teachers' perspectives.	Mitchell, Carrie L.		1684