The Learning Leader: How to Focus School Improvement for Better Results
(eBook)

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Published
ASCD, 2020.
ISBN
9781416629412
Status
Available Online

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Format
eBook
Language
English

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APA Citation, 7th Edition (style guide)

Douglas B. Reeves., & Douglas B. Reeves|AUTHOR. (2020). The Learning Leader: How to Focus School Improvement for Better Results . ASCD.

Chicago / Turabian - Author Date Citation, 17th Edition (style guide)

Douglas B. Reeves and Douglas B. Reeves|AUTHOR. 2020. The Learning Leader: How to Focus School Improvement for Better Results. ASCD.

Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)

Douglas B. Reeves and Douglas B. Reeves|AUTHOR. The Learning Leader: How to Focus School Improvement for Better Results ASCD, 2020.

MLA Citation, 9th Edition (style guide)

Douglas B. Reeves, and Douglas B. Reeves|AUTHOR. The Learning Leader: How to Focus School Improvement for Better Results ASCD, 2020.

Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.

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Grouped Work ID7a2a921d-a3a8-9056-31ce-171be42f7e15-eng
Full titlelearning leader how to focus school improvement for better results
Authorreeves douglas b
Grouping Categorybook
Last Update2024-03-27 21:55:45PM
Last Indexed2024-03-28 01:42:09AM

Book Cover Information

Image Sourcehoopla
First LoadedFeb 26, 2024
Last UsedFeb 26, 2024

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    [synopsis] => "We can't do that in our school district."
"I don't have time to add that to my curriculum."
"We're fighting against impossible odds with these students."

Sound familiar? School improvement can often feel like a losing battle, but it doesn't have to be. In this fully revised and updated second edition of The Learning Leader, Douglas B. Reeves helps leadership teams go beyond excuses to capitalize on their strengths, reduce their weaknesses, and reset their mindset and priorities to achieve unprecedented success.

A critical key is recognizing student achievement as more than just a set of test scores. Reeves asserts that when leaders focus exclusively on results, they fail to measure and understand the importance of their own actions. He offers an alternative-the Leadership for Learning Framework, which helps leaders identify and distinguish among four different types of educators and provide more effective, tailored support to:

- "Lucky" educators, who achieve high results but don't understand how their actions influence achievement.
- "Losing" educators, who achieve low results yet keep doing the same thing, expecting different outcomes.
- "Learning" educators, who have not yet achieved the desired results but are working their way toward excellence.
- "Leading" educators, who achieve high results and understand how their actions influence their success.

Reeves stresses that effective leadership is neither a unitary skill nor a solitary activity. The Learning Leader helps leaders reconceptualize their roles in the school improvement process and motivate themselves and their colleagues to keep working to better serve their students.
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