Genuine School Leadership

Ronald W. Rebore is a professor at Saint Louis University located in Saint Louis, Missouri. His professional experience includes 22 years as an administrator: nine years as an assistant superintendent of a medium suburban school district, five years as the superintendent of schools in a small suburban school district, and eight years as the superintendent of schools for a large metropolitan school district employing approximately 4,000 staff members with an annual budget of approximately $170 million.He has taught graduate-level courses in educational leadership for approximately 20 years, including ethics courses. Rebore has over 30 publications. Two of his books have been translated into Chinese and have been adopted for use in preparing educational administrators in China. Rebore has a bachelor of arts degree in philosophy, a master′s of education degree in counseling and guidance, and a doctor of philosophy degree in educational leadership. Angela L. E. Walmsley is an assistant professor at Saint Louis University located in Saint Louis, Missouri. She has been working in the field of education for approximately 13 years. In that time, she has taught middle school and high school mathematics both in the United States and the United Kingdom; she has taught introductory education courses and graduate-level advanced education and mathematics education courses at two universities in the Saint Louis area; and she is currently teaching statistical and educational research courses at Saint Louis University.Walmsley has a joint bachelor’s of science degree in mathematics and teaching from the University of Illinois at Urbana-Champaign; a master’s in education degree in mathematics education and a diploma in statistics from the University of Dublin: Trinity College in Dublin, Ireland; and a doctor of philosophy degree in curriculum and instruction with an emphasis on mathematics education and educational research from Saint Louis University. In addition, she holds teaching certificates for the states of Illinois and Missouri, as well as Northern Ireland in the UK.

• PrefaceAcknowledgmentsAbout the Authors1. Understanding Spirituality for Educational LeadershipVignetteThe Purpose for Writing This BookChapter ObjectivesThe MilieuHuman Insights and SpiritualityThe Perspective of InquiryThe Question of God in SpiritualityNeuroscience Research and SpiritualityThe Problem of Evil and SpiritualitySummaryIllustration: A Case of Personal BeliefExercise: Too Religious or Not?2. The Personal Context of Human SpiritualityChapter ObjectivesThe ContextThe Psychological Foundations of SpiritualityThe Elements of a Personal Spirituality for Educational LeadersSummaryIllustration: A Case of Personal SpiritualityExercise: Self-Assessment of Psychological Dimensions3. The Nature of Educational Leadership SpiritualityChapter ObjectivesThe Educational Leadership VocationThe Learning Community as a Conduit to Spiritual LeadershipResearch as a Form of Spiritual LeadershipSummaryIllustration: A Case of Vocation and DispositionsExercise: Assessment, Communication, and Reflection4. The Practice of Educational Leadership From a Spiritual BaseChapter ObjectivesThe Rationale for Spiritual LeadershipThe Spiritual Dimensions of Transcendental LeadershipCultureSummaryIllustration: A Case of Leadership SpiritualityExercise: Cultural Analysis AssessmentAppendix A: Research in Astronomy, Geology, and Physic and Human SpiritualityAppendix B: Psychological, Philosophical, and Religious Approaches to Good and Evil in the Human ConditionEndnotesBibliographyAnnotated BibliographyIndex

“Of the numerous education-related publications that I have read over the past 30 years, this is by far one of the most interesting and thought provoking. This book is a contribution to the field, especially for practicing, experienced school principals and superintendents who believe in faith regardless of one′s particular denomination.”