Building Strong School Cultures: A Guide to Leading Change
About this ebook
—Kenneth Leithwood, Professor
OISE/University of Toronto
"A manageable, well-rehearsed plan for discussion, research, and lots of reflective thought for any school leader willing to develop their own leadership and the culture in which they desire to lead."
—Teresa P. Cunningham, Principal
Laurel Elementary School, TN
Develop an integrated school culture that engages educators with their colleagues and communities!
As a principal, you realize that effecting positive, long-lasting change requires support both within your school and in the wider community. This practical handbook shows school leaders how to build a climate of collaboration with staff, teachers, and parents as well as how to develop connections with foundations, business groups, social service providers, and government agencies.
Sharon D. Kruse and Karen Seashore Louis call on principals to create a viable, sustainable school culture using organizational learning and trust to involve the professional community and to affect teaching and learning. This addition to the Leadership for Learning series presents a leadership approach that integrates teachers, parents, and community members into a coherent team. The authors examine schools that have achieved lasting cultural change and present practical strategies for:
- Diagnosing and shaping a school culture
- Revising leadership functions to broaden decision-making processes
- Rethinking organizational structures
- Supporting continuous improvement while ensuring stability
Building Strong School Cultures draws from business and psychology research on motivating and organizing people to provide school leaders with the skills they need to promote effective change.
About the author
Dr. Sharon D. Kruse is Academic Director and Professor at Washington State University- Vancouver. Her scholarship broadly addresses two concerns, (1) to help teachers and school leaders better understand the key role leadership plays in schools and (2) to explore how education is currently structured and influenced by social and organizational complexity. Kruse’s work focuses on understanding how schools can be better places for the children who attend them and the teachers who work in them. By focusing on the ways issues are framed, decisions are made and problems are identified she seeks to understand how schools can better educate and meet the needs of students. Kruse has served as a project level evaluator for six Teaching American Historygrants, and PI for evaluation of the Ohio Department of Education Supplemental Educational Services program. Kruse’s expertise in qualitative methods, developing interview and focus group protocols, data collection and analysis tools and interpretation contributes to the growing body of knowledge concerning organizational practices and outcome measures. Her recent publications include Building Strong School Cultures (with Karen Seashore Louis, 2009), Decision making for educational leaders: Under-examined dimensions and issues (with Bob L. Johnson Jr. 2009). She co-edits the Journal of Research on Leadership Education with Gordon Gates.WSU link: https://education.wsu.edu/sharon-kruse/
Karen Seashore Louis is the Rodney Wallace Professor of Educational Policy and Administration at the University of Minnesota–Twin Cities. Her area of expertise includes improvement in K–12 leadership and policy over the last 30 years, particularly in urban secondary schools. Louis also conducts research on organizational changes within higher education, with particular attention to faculty roles, and on international comparative policy in educational reform. A past president of Division A of the American Educational Research Association (AERA), she is a widely published author in the field. Recent books include Organizing for School Change, Leadership for Change and School Improvement: International Perspectives, Handbook of Educational Administration, Second Edition, and Organizational Learning in Schools. Louis earned a bachelor′s degree in History from Swarthmore College and a doctorate in sociology from Columbia University.
