LibGuides: M Ed on Educational Leadership and School Improvement (ELSI): ELSI8: Leading Whole School Improvement

Books

Breakthrough Principals by Jean Desravines; Jaime Aquino; Benjamin Fenton
ISBN: 9781118801178

Publication Date: 2016-04-18

Bridge the achievement gap with proven strategies for student success Breakthrough Principals debunks the myth of the 'superhero' principal by detailing the common actions and practices of leaders at our nation's fastest-gaining public schools. Based on the authors' Transformational Leadership Framework, which they developed through in-depth study of more than 100 high-gaining, high-poverty schools, the book distills findings into a practical, action-focused plan for diagnosing school needs and implementing structures, systems and practices that accelerate student achievement. ..
Data Analysis for Continuous School Improvement by Victoria L. Bernhardt
ISBN: 9781032888095

Publication Date: 2024-12-10

With the 5th Edition of Data Analysis for Continuous School Improvement, best-selling Victoria Bernhardt has written the go-to-resource for data analysis in your school! A culmination of over 30 years of doing the hard work in schools and districts both nationally and internationally, this 5th Edition shares new, evidence-based information and shows how to analyze, report, communicate, and use multiple measures of data, to create a shared vision and a continuous school improvement plan that gets implemented – a plan that doesn't just gather dust on an office shelf.
The revised edition is updated throughout including new chapters on school processes, student achievement, and evaluation. As always, Dr. Bernhardt provides a wealth of tools, protocols, timelines, examples, and strategies that will help schools and districts become genuine learning organizations.
Effective Leadership for School Improvement by Alma Harris; Christopher Day; David Hopkins; Mark Hadfield; Andy Hargreaves; Christopher Chapman
Call Number: LB2822.84.G7 E44 2003

ISBN: 9780415300469

Publication Date: 2002-11-07

In a complex and multi-layered world, the conventional idea of great leadership being the result of the efforts of a single individual is rapidly becoming redundant. This book takes up the challenge of finding an alternative method of leadership in educational contexts, and looks at how this can help achieve sustained improvement in schools. The authors acknowledge that there are no simple solutions to school improvement. They argue that the effective leaders of the future will be those who are able to share responsibility, build positive relationships and offer stakeholders - teachers, parents and students - an opportunity to work together to improve their schools. The book is based around four key areas of concern: the changing context of leadership, leadership and school improvement, building leadership capacity, and future direction and implications.
Ethical Leadership and Decision Making in Education by Joan Poliner Shapiro; Jacqueline Anne Stefkovich
ISBN: 9780367898076

Publication Date: 2021-11-01

The fifth edition of the best-selling text, Ethical Leadership and Decision Making in Education, continues to address the increasing interest in ethics and assists educational leaders with complex dilemmas in today's challenging, divided, and diverse societies. Through discussion and analysis, Shapiro and Stefkovich demonstrate the application of four ethical paradigms - the ethics of justice, critique, care, and the profession. After illustrating how the Multiple Ethical Paradigms may be applied to authentic dilemmas, the authors present cases written by graduate students, practitioners, and academics representing dilemmas faced by educational leaders in urban, suburban, and rural public and private schools and universities, in the U.S. and abroad. Following each case are questions that call for thoughtful, complex thinking and help readers apply the Multiple Ethical Paradigms to practical situations.
Leading School Turnaround by Kenneth Leithwood; Alma Harris; Tiiu Strauss
ISBN: 9780470407660

Publication Date: 2010-09-14

LEADING SCHOOL TURNAROUND Leading School Turnaround offers new perspectives and concrete, evidence-based guidelines for the educational leaders and administrators faced with the challenge of turning our low-performing schools around. Using the tools outlined in this groundbreaking book, school leaders can guide their schools to higher levels of achievement and sustained academic success. Based on research conducted in the United States, Canada, and England, Leading School Turnaround addresses in three parts the dynamic context of the turnaround environment, what turnaround leaders do, and the incredible challenges of moving from turnaround to "stay around." Filled with illustrative examples, the book outlines the best practices and behaviors successful turnaround leaders exercise. The authors include detailed information for applying the four main categories of turnaround leadership: direction setting, developing people, redesigning the school, and managing the instructional program. This important resource can help any school leader get their school back on the track to academic success.
The Learning Leader by Douglas B. Reeves
ISBN: 9781416629382

Publication Date: 2020-08-30

"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. .
Support for Principals : Firsthand Experiences in Planning Programs and Activities. by Westberry , Lee A.
ISBN: 9781475865646

Publication Date: 2022

School principals must have continued support in their positions, as societal demands and accountability measures keep changing. Principals have become inundated with increased responsibilities often without the benefit support in the most critical areas. Too often, district personnel are not equipped to provide the learning needed in order to support school administrators. Support for Principals: Firsthand Experiences in Planning Programs and Activitiesis a compilation of support programs in critical areas to include the “how to” design and implementation of support programs. Support may include social/emotional factors, special education, school finance, technology integration, action research, and the role of higher education to name a few. Many districts have programs in place, but they do not attain the desired results because of the program design and readiness of staff. Each chapter will explain how to design an effective program and will also outline the district’s responsibility in the support.

Course Resources

Week 1

Course Orientation and Foundations of School Success

Introduction to ELSI8, course narrative, and assessment expectations •
Understanding the Stages of School Development as a guiding thread across the course •
Case discussion: What makes a school successful? Exploring inclusive, high-performing schools in diverse contexts •
Reflection activity: How does school vision shape leadership practice? •
Exploring how Emirati cultural values (e.g. community, respect, heritage) inform leadership vision
Introducing NECF as a reflection tool for leadership competencies and values

Required Reading

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools. John Wiley & Sons, Incorporated. (Chapter 1)

Recommended Reading

UAE National Educators Competency Framework. (2024). ECAE-MOE.
UAE School Inspection Framework. Dubai Knowledge-ACTVET-ADECMOE. [for cultural and policy alignment
Reeves, D. B. (2020). The learning leader: How to focus school improvement for better results (2nd ed.). Association for Supervision & Curriculum Development. (Chapter 5)

Week 2

Inclusive and Participatory School Self-Evaluation

Revisiting school development stages to frame evaluation readiness
Transformational Leadership Framework (TLF): Understanding the Four Steps of Planning as a flexible framework
Introducing 360-degree feedback and root-cause analysis as interpretive, collaborative evaluation strategies
Case-based dialogue: Designing inclusive school self-evaluation processes using multiple voices Introducing action research as a responsive approach to deepen school self-evaluation findings through inquiry cycles.

Activities:

Brief demonstration: Using AI-supported tools for organizing evidence
Guided reflection: How Emirati values and inclusive leadership shape school priorities Required Readin

Required Reading

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools. John Wiley & Sons, Incorporated. Chapter 1 and Chapter 2

Recommended Reading

VanGronigen, B. A., & Meyers, C. V. (2022).Exploring the association between short-cycle school improvement planning and student achievement in underperforming schools. Journal of School Leadership, 32(4), 339-361. https://doi.org/10.1177/10526846211018207
UNESCO. (2024). AI competency framework for teachers [Selected sections].
UAE National Committee on SDGs. (n.d.). UAE Vision 2030 and sustainability priorities in education [PDF excerpt].
UAE School Inspection Framework. Dubai Knowledge-ACTVET-ADECMOE. [for cultural and policy alignment]

Week 3

Collaborative Methods for Inclusive School Self-Evaluation

Introduction to collaborative sense-making: using focus groups, peer observations, story dialogue, mini “learning walks”, and reflective staff discussion

Activity:

Small-group simulation using sample school data and diverse stakeholder input
Practice with protocols: tuning protocol, critical friends, and student voice circles
Discussion: How inclusive sense-making deepens reflection and informs school improvement planning Framing collaborative methods (e.g. story dialogue, learning walks) as qualitative data collection strategies used in action research.
Brief bridging discussion: What patterns point to teaching and learning priorities? (to be explored fully in Week 4

Required Reading

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools. John Wiley & Sons. (Chapter 3)

Recommended Reading

MacPhail, A., Tannehill, D., & Ataman, R. (2021). The role of the critical friend in supporting and enhancing professional learning and development. Professional Development in Education, 1-14. https://doi.org/10.1080/19415257.2021.1879235
Bernhardt, V. L. (2018). Data analysis for continuous school improvement (4th ed.). Routledge.

Week 4

Teacher leadership and school improvement

Definition and dimensions of teacher leadership
Teacher leadership and student achievement
Building collective capacity and a culture of wellbeing through teacher leadership

Required Reading

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools. John Wiley & Sons. (Chapter 3) (Continue with Chapter 3: Learning and Teaching)

Recommended Reading

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed., Selected excerpts). ASCD.
UAE National Educators Competency Framework. (2024). ECAE-MOE. [Domains related to leading teaching, inclusive practice, and learning design _ as a reflection aid]
Harris, A., Day, C., Hopkins, D., Hadfield, M., Hargreaves, A., & Chapman, C. (2013). Effective leadership for school improvement. Routledge. (Chapter 3)

Week 5

Transforming School Culture for Inclusive and Sustainable Improvement

Transformational Leadership Framework: Overview of the three levers of culture (vision, relationships, and engagement)
AI-guided drafting task: Develop inclusive school behavior expectations aligned with Emirati values and SEL principles (Lever 1)
Group design challenge: Create a culturally responsive advisory structure that fosters relationships, student voice, and inclusion (Lever 2)
Simulation and dialogue: Plan a family engagement initiative that builds sustainable community-school partnerships while promoting ethical leadership (Lever 3)
Exploring how leaders can use action research to monitor and adapt school culture initiatives (e.g. SEL programs, advisory redesign, inclusive behavior policies)

Required Reading

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools (Chapter 4: School culture). John Wiley & Sons.

Recommended Reading

Khalifa, M. A. (2018). Culturally responsive school leadership. Harvard Education Press

Week 6

Strategic Talent Management for Inclusive School Improvement

Transformational Leadership Framework (TLF): Importance of talent management in sustaining school improvement
Inclusive recruitment and onboarding strategies aligned with Emirati values (Lever 1)
Structuring instructional leadership teams and promoting teacher leadership (Lever 2)
Aligning performance expectations with equitable instructional practices (Lever 3)
Designing professional learning opportunities and collaborative teacher teams (Lever 4)
Discussing how instructional leadership teams can use action research frameworks to support teacher-led inquiry and continuous growth.
Exploring how AI can support professional growth planning and data-informed staff development

Required Reading

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools. John Wiley & Sons. (Chapter 5: Talent management)

Recommended Reading

OECD. (2020). Professional growth in times of change: Supporting teachers’ continuing professional learning and collaboration (OECD Education Policy Perspectives No. 10). OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
Reeves, D. B. (2020). The learning leader: How to focus school improvement for better results (2nd ed., Chapter 4). ASCD.

Week 7

Strategic Planning and Operational Alignment for School

Transformational Leadership Framework (TLF): Designing inclusive school improvement goals and aligning them with long-term vision and values
Prioritizing instructional time through intentional calendar design and effective daily scheduling
Allocating financial resources to support equity, learning priorities, and environmentally responsible practices
Reviewing how school facilities and classroom spaces can be adapted to promote access, wellbeing, and belonging
Strengthening relationships with service providers and community organizations to extend school impact
Considering how to embed cycles of inquiry into annual planning documents or professional development plans.
Integrating ethical and purposeful use of AI to support planning, forecasting, and resource decisions

Required Reading

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools. John Wiley & Sons. (Chapter 6: Planning and operations)

Recommended Reading

Reeves, D. B. (2020). The learning leader: How to focus school improvement for better results. (2nd ed.). ASCD. (Chapter 4)
Leithwood, K., & Azah, V. N. (2016). Characteristics of high-performing school districts. Leadership and Policy in Schools, 16(1), 27–53. https://doi.org/10.1080/15700763.2016.1197282
Leithwood, K. A., Harris, A., & Strauss, T. (2010). Leading school turnaround: How successful leaders transform low-performing schools. Jossey-Bass.

Week 8

Bringing the Pillars Together: Reflective Leadership and Coherent Improvement

Recap and synthesis: Connecting the Stages of School Development with the four leadership pillars to explore how effective school leadership interrelates and evolves in real school contexts
Reflecting on how stakeholder feedback tools (e.g., 360° surveys) support inclusive and evidence-based school selfevaluation
Coaching as a bridge: How instructional coaching supports culture, talent, and improvement planning
Schools as social and relational systems: Exploring how values, relationships, and structures interact to sustain change
Ethical leadership dilemmas: Linking inclusion, equity, and decision-making across the four pillars

Activities: Reflection dialogue:

a. How have these pillars shaped your thinking about leading school improvement in the UAE? What type of leader am I becoming, and how will I evaluate school success?
b. How might action research deepen our leadership practice across culture, teaching, planning, and talent management?

Required Reading

Desravines, J., Aquino, J., & Fenton, B. (2016). Breakthrough principals: A step-by-step guide to building stronger schools (Chapters 3–6). John Wiley & Sons.
Shapiro, J. P., & Stefkovich, J. A. (2016). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. Routledge. (Chapters 1& 2)

Recommended Reading

Gurr, D., Longmuir, F., & Reed, C. (2021). Creating successful and unique schools: leadership, context and systems thinking perspectives. Journal of Educational Administration, 59(1), 59-76. https://doi.org/10.1108/JEA-02-2020-0045
Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational research, 61(3), 257-273. https://doi.org/10.1080/00131881.2019.1625716

Week 10

Improving schools through action research

Required Reading

Gilmore, G., Jefferson, R. N., & Westberry, L. (2022). Action research: A powerful tool for school improvement. In L. Westberry (Ed.) Support for principals: Firsthand experiences in planning programs and activities (pp. 33-52). Rowman & Littlefield. Chapter 3

Recommended Reading

Godfrey, D. (2020). From peer review to collaborative peer enquiry: Action research for school improvement and leadership development. London Review of Education, 18(3), 373-389. https://doi.org/10.14324/LRE.18.3.04

Week 11

Transforming schools into professional learning communities

Topics

Characteristics and structures of effective Professional Learning Communities (PLCs)
Supporting teacher growth and collective inquiry within schools
Embedding sustainability mindsets in school-wide professional development
Cultivating Emirati cultural values of collaboration, community, and continuous learning within PLCs
Aligning PLC practices with the National Educators’ Competency Framework (NECF)
Reflecting on how PLCs can support inclusive, ethical, and AI-informed school improvement

Required Reading

Admiraal, W., Schenke, W., De Jong, L., Emmelot, Y., & Sligte, H. (2021). Schools as professional learning communities: What can schools do to support professional development of their teachers? Professional Development in Education, 47(4), 684-698. https://doi.org/10.1080/19415257.2019.1665573

Recommended Reading

Antinluoma, M., Ilomäki, L., Lahti-Nuuttila, P., & Toom, A. (2018). Schools as professional learning communities. Journal of education and learning, 7(5), 76-91. https://doi.org/10.5539/jel.v7n5p76

M Ed on Educational Leadership and School Improvement (ELSI): ELSI8: Leading Whole School Improvement

Course Description

Books

Course Resources