By Douglas B. Reeves
''A functional, compelling, thoroughly-researched publication that demystifies management for college leaders. hugely recommended.''— Mike Schmoker, writer, effects and the implications Fieldbook''A thought-provoking ebook that basically delineates the connection among very good college management and more suitable scholar studying. Reeves is robust, sensible, and profound. This booklet should be required analyzing for all leaders in our district.''— Dr. Terry Thompson, superintendent, Wayne Township, Indianapolis, Indiana''Once back, Doug Reeves is going to the center of the subject. during this publication he provides management shape a different standpoint and gives a solution to the abiding query that needs to be embedded within the notwithstanding techniques of all potent leaders— How am i able to upload worth to my existence and the lifetime of others?— The book's content material will fill either your individual management toolkit and provides you the capability to stick at the leading edge of luck on your association. it's a needs to read!''— Marti Richardson, president, nationwide employees improvement Council''In day-by-day Disciplines, Dr. Reeves offers a transparent, concise, attractive, and interactive consultant to what we needs to comprehend and manage to do to insure that no baby if left in the back of. The bar of responsibility for person scholar development has been raised, and this useful source outlining top practices in organizational management is obtainable 'just in time'.''— Karen younger, president, studying 24-7
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Additional info for The Daily Disciplines of Leadership: How to Improve Student Achievement, Staff Motivation, and Personal Organization
Sample text
Leadership researcher Tom Peters (Peters and Austin, 1995) documented the success of “skunk works” whose efforts in unglamorous settings and unheralded achievements were able to create enormous results for their organizations. Mike Schmoker (2001) has identified similar successes among soft-spoken and unnoticed educational professionals. In my own experience, I have noticed a few classrooms or schools that appear to perform strikingly better than others, and the superintendent appeared to be surprised.
Sometimes the impact is positive, as in those schools that have used standards as an opportunity to make every adult in the building an educator of children, taking personal responsibility for student success. In other cases, the impact has been unpredictable and negative, as when standards are equated with testing and the focus of attention therefore rests only on the grades and subjects that are tested. This alienates the teachers, who feel as if they are under the microscope from those who escape such scrutiny, and widens the gulf between the teachers whose subjects appear as a score in the newspaper for all to see and those whose performance remains hidden from public view.
Arrogance and swagger sometimes work, but then things fall apart [Levitt, 1991, p. 30]. We believe that, above all else, strategic leaders must have a sense of vision [similar to Christopher Columbus]—an ability to set broad, lofty goals and steer a course toward them, but with the insight and flexibility to adjust both the course and the goals as the horizon becomes clearer. They must be able to communicate the goals and the course to well-educated, technically skilled colleagues. And they must develop the internal and external alliances and supporting communication and reward structures that will ensure the appropriate resources are brought to bear on achieving the organization’s strategic objective [Vicere and Fulmer, 1997, pp.