TRANSFORMATIONAL LEADERSHIP FOR RAPID SCHOOL IMPROVEMENT

In Transformational Leadership for Rapid School Improvement (Teachers College Press) Kevin Perks has gathered experts in the fields of leadership as well as school improvement, and he invites readers to join a “brainstorming session” focused on transforming the culture and classrooms on today’s school campuses. The director of school and district services in WestEd’s quality schools and districts team, Perks is the editor of this text in which contributors build upon four cornerstones of school improvement: turnaround leadership, talent development, instructional transformation, and culture shift. Each succinct chapter includes opportunities for reflection and opportunities for administrative teams to consider how the research-based and field-tested strategies might work in the reader’s unique setting. In less than 200 pages, this book delves into the heart of educational leadership. As the education landscape continues to shift, the need for school leaders who can inspire expedient and effective change will only increase. This collection of insights, experiences, and specific strategies will build confidence and expertise as readers who are driven to turn challenges into opportunities see the path toward not just improvement but transformation. 

—Mike Rumsey | Assistant Principal
Roxana Senior High School, Roxana, IL

MAKING COACHING MATTER: LEADING CONTINUOUS IMPROVEMENT IN SCHOOLS

Making Coaching Matter: Leading Continuous Improvement in Schools (Teachers College Press) provides a compelling argument for school and district leaders to invest in coaching for educators. Authors Sarah L. Woulfin, an associate professor in the department of educational leadership and policy at the University of Texas at Austin; Isobel Stevenson, director of organizational learning at Partners for Educational Leadership; and Kerry Lord, director of programs at Partners for Educational Leadership, advocate for the alignment of coaching with schoolwide and districtwide improvement initiatives, as well as professional development efforts. The authors highlight relationship building as a pivotal element in the coaching cycle. They also assert that the foundation of effective coaching is predicated on the belief that every educator “can and should learn, change, and improve.” Central to their book is the principle of equity, with the authors emphasizing that coaching actions must be executed consistently and persistently. One practical recommendation is for principals and coaches to focus on classroom observations, specifically of student grouping and engagement in various activities. For educational leaders seeking practical strategies to promote a growth mindset within their institutions, this book is an indispensable resource.

—S. Kambar Khoshaba | Principal
South County High School, Lorton, VA

HOW TO KNOW A PERSON: THE ART OF SEEING OTHERS DEEPLY AND BEING DEEPLY SEEN

It is often said that leadership is about relationships. But most school leaders receive no formal training on how to build or maintain them. In How to Know a Person: The Art of Seeing Others Deeply and Being Deeply Seen (Random House), New York Times Columnist David Brooks examines the importance of truly seeing people and relating to them. Although his book may not seem like a traditional read for educators, consider this example. In a 2021 McKinsey study of employees leaving their jobs, the top reasons were relational. “They didn’t feel recognized and valued by their managers and organizations,” Brooks writes. “They didn’t feel seen.” As school leaders find themselves in this challenging time navigating culture wars, staff shortages, employee engagement, parental concerns, and chronic absenteeism, this book provides a variety of insights. Among them is the importance of engaging in conversation, asking meaningful questions, and truly connecting. “I’m not an exceptional person, but I am a grower,” Brooks writes. School leaders who read this book are sure to grow, too.

—Eric Fox, EdD | Assistant Principal
Jenks High School, Jenks, OK

DEMOCRACY AND REFORM IN PUBLIC SCHOOLS: THE CASE FOR COLLABORATIVE PARTNERSHIPS

Democracy and Reform in Public Schools: The Case for Collaborative Partnerships (Harvard Education Press) by Saul Rubinstein, Charles Heckscher, and John McCarthy explores the transformative potential of collaborative approaches to school reform. Such approaches, they contend, are rooted in multi-stakeholder institutional pluralism, promoting democratic values and modern organizational practices. Rubinstein and Heckscher, professors at Rutgers University, and McCarthy, an associate professor at Cornell University, present evidence that increased educator collaboration can significantly improve student performance, even in high-poverty schools. By fostering teacher voice and shared decision-making among administrators, faculty, and staff, schools can create environments that attract and retain educators, thus addressing the teacher and principal shortage crisis exacerbated by the COVID-19 pandemic. The authors argue that while traditional reforms have relied on testing to identify deficiencies, collaborative systems engage stakeholders directly in the school improvement process, leading to meaningful increases in student learning and achievement. Successful collaboration, they explain, often starts with strong relationships between leaders and extends into broader, networked interactions across schools and districts, creating robust support systems.

—Daniel Richards | Assistant Principal and NASSP Board Member
Manchester Essex Regional High School, Manchester-by-the-Sea, MA