Figures and Tables vii The Author ix Acknowledgments xi 1 The ?What? and the ?How? of Student-Centered Leadership 1 2 Three Capabilities for Student-Centered Leadership 21 3 Dimension One: Establishing Goals and Expectations 45 4 Dimension Two: Resourcing Strategically 61 5 Dimension Three: Ensuring Quality Teaching 81 6 Dimension Four: Leading Teacher Learning and Development 103 7 Dimension Five: Ensuring an Orderly and Safe Environment 125 8 Putting Education Back into Educational Leadership 143 References 157 Index 167 Figures and Tables Figures Figure 1.1 Five Dimensions of Student-Centered Leadership 9 Figure 1.2 Five Dimensions Supported by Three Leadership Capabilities 16 Figure 2.1 How Relational Trust Works in Schools 34 Figure 2.2 Two Ineffective Strategies for Dealing with Performance Problems 37 Figure 3.1 How Goal Setting Works 47 Figure 5.1 The Ladder of Inference 99 Figure 5.2 Questions for Checking the Validity of Inferences 100 Figure 6.1 Two Competing Theories About the Use of Data About Reading Achievement 117 Figure 6.2 Two Strategies for Leading Teacher Change 118 Tables Table 2.1 The Relationship Between Three Principals? Pedagogical Understandings and Their Conduct of Classroom Observations 25 Table 2.2 A Problem-Solving Skill: Identifying Solution Requirements 29 Table 2.3 Principals? Problem Solving: A Comparison of Expert and Typical Principals 33 Table 2.4 An Open-to-Learning Approach to Communicating Performance Concerns 40 Table 2.5 Key Components of an Open-to-Learning Conversation About a Performance Issue 41 Table 3.1 Goal Setting: Common Challenges and How to Overcome Them 56 Table 4.1 Some Criteria for the Design of Smart Tools 72 Table 5.1 Questions for Inquiry into the Quality of Teaching 92 Table 8.1 Ambivalent Leadership of a Team Meeting 153
Viviane Robinson is a professor in the Faculty of Education at the University of Auckland in New Zealand and academic director of its Centre for Educational Leadership. She is the author of numerous articles and five books.