Leadership for Lasting Reform
Author: Lambert, L.
Publisher: Association for Supervision and Curriculum Development (ASCD)
Publication Date: 2005, February
Journal Volume: 62(5)
Pages: 62-65
Available for purchase online at: http://www.ascd.org/publications/educational_leadership/feb05/vol62/num05/abstract.aspx#Leadership_for_Lasting_Reform
Abstract (written by WestEd)
Lambert and her team researched how 15 schools achieved "high leadership capacity" that could sustain school excellence, even after a major administration change. All of the principals in the study shared similar characteristics, such as an understanding of self, clarity of values, strong belief in equity, a vulnerable personality, knowledge of teaching and learning, and the ability to develop capacity in colleagues and organizations.
Lambert then delineates three evolving phases of schools in relation to leadership development — instructive, transitional, and high capacity leadership — and describes the typical concerns principals and teachers have at each phase, as well as strategies and behaviors they invoke.
Note: The full-text article is available for purchase from the ASCD website. Use the URL above to locate the article by date in the Archived Issues section of the Educational Leadership area.
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From WestEd.org
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