Leading Every Day
Actions for Effective Leadership
- Joyce Kaser - WestEd, USA
- Susan Mundry - WestEd, USA
- Katherine E. Stiles - WestEd, USA
- Susan Loucks-Horsley - WestEd, USA
Leadership | Principalship | Staff Development & Professional Learning
Your shortcut to success for inspired school leadership!
Tap your greatest leadership potential and quickly get on track to meeting today’s complicated challenges with this follow up to the best-selling Learning Forward Book of the Year. Revised and updated stories, references, and quotes complement a completely new section focused on achieving results.
Effective leadership exists in us all. These short, inspiration-infused nuggets of actionable advice provide a path to get you there. New features include:
- A newly added Book 5 for help creating solid data systems and achievable results
- Over 150 convenient, closely integrated daily contemplations to carry anywhere
- Succinct, first-hand insights to proven leadership best practices that inspire, challenge, and instruct
- Up-to-date research on creative solutions to leadership challenges, change, and professional development
Build trust, spark innovation, and learn what it really takes to support a community of learners and leaders with this classic leadership resource!
“This book continues to resonate, encourage, and motivate action. It's a powerful combination of inspirational, critical, and practical guidance delivered in daily doses.”
—Stephanie Hirsh, Executive Director
“Every leader needs inspiration and sage advice. Leading Every Day is an almanac of practical information for leaders committed to raising the bar for themselves, their colleagues, and their shared success.”
—Karen Kearney, Leadership Initiatives
"This book continues to resonate, encourage, and motivate action. It's a powerful combination of inspirational, critical, and practical guidance delivered in daily doses."
"Skillful leadership requires pattern recognition and answering the question: Is this pattern productive for our group, organization or project? If not, how do I most effectively break that pattern and help those involved develop new and more productive ways of interacting? This practical and engaging book offers practical tools for leaders who want to be better creators of patterns that take hold and become the new habits in powerful groups."
"Leading schools and districts today has never been more challenging. The courageous people who choose this work need thoughtful, practical strategies that are easily accessible to reflect upon and refer to throughout the year. Leading Every Day: Actions for Effective Leadership, Third Edition delivers this resource. The new addition to the book on Leadership for Results is timely and addresses an actual leadership need apparent across the country. This book is a must-have for all education leaders, both new and experienced."
"Leading Every Day challenges all of us who work in education to be effective leaders. This book puts the power to improve leadership skills in the hands of every working educator who wants the best for his/her students, teachers, schools, and communities. The book’s organization around change, learning communities, effective groups and results is at the same time practical and stimulating. This is a book to keep on your desk for easy reference and to share with colleagues and friends."
"Leading Every Day is a staple of our principal leadership program. Each chapter elevates our students’ thinking about what it takes to become a leader in order to transform themselves and others toward a common outcome."
“Leading Every Day is an excellent resource for aspiring, new and seasoned STEM leaders. This book includes a wealth of information that is organized to provide leaders the flexibility to reflect on small nuggets of knowledge and the application of that information to his/her specific work on a day-to-day basis. As such, it effectively promotes a culture of continuous and improved learning in the school community. This book is unique in considering every leader's demanding schedules and acknowledging the many challenges, they face. The daily quotes provide inspiring messages and motivation, coupled with a related discussion topic that helps lesders increase their effectiveness from day to day."
"In my career, I have worked with a few actual leaders in education and many aspiring leaders. This book affirms the characteristics of educational leaders and provides a roadmap·for those aspiring to effective educational leadership. The third edition of Leading Every Day is required reading for educators."
"Every leader needs inspiration and sage advice. Leading Every Day is an almanac of practical information for leaders committed to raising the bar for themselves, their colleagues, and their shared success."
"An excellent resource for developing your own leadership action plan."
"This book joins the ranks of Covey and Carnegie in helping readers to enhance and improve their leadership skills. Leading Every Day falls right in line with our school’s implementation of PLC’s and RTI. It gives me knowledge to be an effective change agent in my school."
The major change that we suggest for Leading Every Day is adding a fifth book on achieving results. We believe that with the growing emphasis on accountability, this book should add more about how leaders create a culture of success and commitment to results. We realize, however, that adding a fifth book creates a problem with length. To accommodate that, we propose dropping the notes section and running straight text. In the introduction we will suggest that readers keep a journal to accompany their use of the book. The theme of Book Five will focus on the use of the logic model approach to achieving results whereby leaders will help others establish a common understanding of the goals and outcomes and the inputs and strategies for achieving them. Topics for the contemplations may include the following:
· Role of leader in achieving results, including ethical leadership
· Using data effectively
· Problem resolution (Distinguishing between actual problems and symptoms of problems; problem triage; linking cause and effect: an inexact science; and the changing context: how solving one problem often creates a new one)
· Determining outcomes
· Benchmarking as well as sustainability and rapid prototyping
· Evaluating progress and achievement of outcomes
In writing Book 5, we will pull out related contemplations from the other four books (e.g., Book 1, Days 8 & 9) and move them to Book 5.
Here are some of the changes we propose to the other four books:
Book One: We want to incorporate the latest research on effective leadership practices (e.g., http://www.wallacefoundation.org/knowledge-center/school-leadership/effective-principal-leadership/Pages/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning.aspx). The article identifies the following key leadership practices: shaping a vision of academic success for all students; creating a climate hospitable to education; cultivating leadership in others; improving instruction; and managing people, data and processes to foster school improvement. We address vision quite well in the book, but not as much the other four. We'll add contemplations on climate and especially on building a trusting climate (see Bryk/Schneider et al., 2004) as distrust overpowers attempts at reform. We'll also add ones on innovative thinking, new forms of partnerships (e.g., collective impact), and summaries of the new elements in principal evaluation systems.
Book Two: An addition to Book 2 will be contemplations on what we've learned about the speed of change, that it does not necessary take years to implement a change. We'll also discuss the value of "quick wins." Reports coming from the School Improvement Grants (SIG) across the country will be helpful.
Book Three: Learning communities were just getting a good start when the 2nd edition of Leading Every Day came out, and much has happened in the intervening years. We'll incorporate the most current information on Learning Communities (Fulton, 2011), including best practices. We'll also draw from Learning Forward's new standards for professional development and from the Chung Wei et al. (2009) study on the relationship between teacher professional development and student achievement.
Additionally, since the publication of the second edition of Leading Every Day, we completed the third edition of Designing Professional Development for Teachers of Science and Mathematics (2010). We will revise and update all of the contemplations that reference the third edition of the Designing PD book.
Book Four: Although we do not have a revision "theme" for Book Four, we have discussed, for example, eliminating Day 19 on setting up the room. We need a more upbeat ending than Day 31 provides. We also plan to include contemplations focused on "non-verbal" facilitation and the essential abilities of effective presenters (Zoller & Landry, 2010) as well as update the contemplations focused on the norms of collaboration based on Garmston and Wellman's book, which they have updated (2009). Perhaps other "themes" will emerge as we review the feedback and get into the writing.
In all of the books we will search for better quotes, edit remaining contemplations for clarity, and update those that are no longer current. As previously, there will be some hard choices on what goes and what stays. We hope feedback from the reviewers gives us guidance.