Learning-Focused Leadership in Action

Michael S. Knapp is Professor of Educational Leadership, Policy, & Organization Studies and Director of the Center for the Study of Teaching & Policy at the University of Washington, Seattle, USA.Meredith I. Honig is Associate Professor of Educational Leadership, Policy, & Organization Studies, Adjunct Associate Professor of Public Affairs, and Partner at the Center of Educational Leadership at the University of Washington, Seattle, USA.Margaret L. Plecki is Associate Professor of Educational Leadership, Policy, & Organization Studies and Co-Director of the Center for the Study of Teaching & Policy at the University of Washington, Seattle, USA.Bradley S. Portin is Director and Professor of the Education Program at the University of Washington, Bothell, USA.Michael A. Copland is Deputy Superintendent, Bellingham Public Schools, Bellingham, WA, USA.

• PrefaceAcknowledgmentsChapter 1: Introduction: The Evolution of Learning-Focused Leadership in Scholarship and PracticeMichael S. KnappPart One: Learning-Focused Leadership in Schools Chapter 2. Team-Based Leadership of Instructional Improvement in Demanding School ContextsBradley S. Portin and Michael S. KnappChapter 3. Learning-Focused Leadership Support Within the SchoolMichael S. Knapp and Bradley S. PortinPart Two: The Central Office as Learning-Focused Support System for Instructional Improvement Chapter 4. Transforming Central Office Leadership for Instructional Improvement Meredith I. Honig Chapter 5. Conditions Supporting Central Office Leadership for Instructional Improvement Meredith I. Honig and Michael A. Copland Part Three: Investing in Learning-Focused Leadership Chapter 6. Frameworks and Strategies for Investing in Instructional Leadership Margaret L. Plecki and Michael S. Knapp Chapter 7. Investing for Equity in Instructional ImprovementMargaret L. Plecki, Thomas Halverson, and Michael S. KnappChapter 8: Conclusion: Practicing and Supporting Learning-Focused Leadership in Schools and Districts Michael S. Knapp, Michael A. Copland, Meredith I. Honig, Margaret L. Plecki, and Bradley S. PortinMethodological AppendixReferencesIndex

"Re-purposing the nature of learning, re-visiting the slippery nature of language, re-imagining the character of leadership, while recognizing the collective resource: With conviction and commitment to these four key principles, school leaders can create space for the core work of the school. Elaborating on these themes with exemplification of cutting-edge practice, Knapp and colleagues provide a persuasive and powerful narrative of the possible."--John MacBeath, Emeritus Professor, University of Cambridge"This book neatly bridges the chasm between ‘how to do it’ approaches to school reform and abstract leadership strategies. The authors provide richly detailed evidence about practices that shift every teacher, administrator, support professional, and district staff member’s work to focus on what matters: student learning. It is as close to a manual for improving quality and equity in schools as anything available today."--Karen Seashore Louis, Regents Professor and Robert H. Beck Chair, University of Minnesota