The Art of Educational Leadership: Balancing Performance and Accountability »

Fenwick W. English is the R. Wendell Eaves Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill. English is the "father" of the curriculum management audit, having directed the first such audit in Columbus, Ohio, in 1979. He also created the curriculum mapping process in the mid-seventies. He is the author or coauthor of over twenty books and one hundred journal articles. He has presented symposium papers at AERA and UCEA. English has held practitioner positions as principal, central office coordinator, assistant superintendent, and superintendent of schools. In 1988, Executive Educator magazine named him one of the nation's top six inservice speakers. He earned his BS and MS at the University of Southern California and his PhD at Arizona State University.

"English successfully challenges the established educational community to rethink the current state of research on school leadership in the social sciences...The inclusion of theory, discourse, and stories of recognized leaders followed by chapter learning extensions that include key concepts, movie recommendations, and prompted reflective journaling makes this book a most valuable resource for the educational leadership community." -H.J. Bultinck, CHOICE

"The Art of Educational Leadership provides one of the most complete examinations of leadership that I have encountered. I admire the way it urges students to think and reflect. The format allows individual learners to focus on those materials that best fit their learning style while the numerous presentations of a single topic through the different modalities strengthens the learning. This text is a fresh, new look at leadership..."
-Louise L MacKay, East Tennessee State University

"Fenwick W. English returns to themes of leadership he explored in more than 20 earlier books and dozens of presentation to educator audiences. He favors "re-centering educational leadership in the humanities," rather than acting on the recommendation of the business literature, and he emphasizes the use of films as a way to humanize leadership concepts."
-THE SCHOOL ADMINISTRATOR

"Excellent cogent analysis of key concepts of leadership are presented in a reader friendly style."
-Saul B. Grossman, Temple University

Moves beyond established notions of leadership to recognize that effective leading is about drama and performance-artistry!

The Art ofEducational Leadership: Balancing Performance and Accountability stresses the human side of leadership. No other text on this topic demonstrates so ably the importance of artistry in leadership in a field that has been lopsidedly dominated by concepts informed by science.

Presenting the idea that leadership is an art, this book:

• Exemplifies a balance between the science and the art of educational leadership: The real improvement of practice is rooted in the art of application, which is about context and represents the key to leadership practice.
• Connects content material to self-discovery: Exercises at the end of each chapter include creating a personal, reflective journal to engage the reader in and reflect upon theories and practices presented in the book. Films are suggested for viewing to illustrate the interaction between context, culture, decisions, and outcomes.
• Portrays multicultural leadership in action: Biography boxes throughout the book share how multicultural educational and political leaders who have been recognized as "expert" practitioners learned the art of leadership in the public arena.

This is the first book in educational leadership to sketch out a balance between the science and the art of the field. The text illustrates how performance and practice represent the art, while the delineation of the skills and conceptual models represent the science.

Preface     ix
How to Use This Book     ix
Acknowledgments     xiii
The Leadership Challenge     1
Leaders and Leadership Are Universal in the Human Experience     2
Pursuing Graduate Study to Become the "Complete Leader"     4
Leadership Is an Art Because It Involves a Purposive Construction of Self     5
The Importance of Individual Agency     10
Leadership Is an Acquired Set of Habits and Skills     11
Why Academic Study?     11
Is There a Difference Between Leadership and Management?     12
The Basis of Authority     14
The Use of Power and Sanctions     15
Follower Relations and Interactions     15
Role Legitimacy and Relationships     16
Creativity     16
The Necessary Alliance: Leadership and Management     17
Pursuing Learning Extensions of the Chapter     24
Writing in Your Personal Reflective Journal     25
A Review of Key Chapter Concepts     26
Archetypes of Leadership in the Human Experience     29
An Example of a Personal Leadership Journey: The Story of Miyamoto Musashi     35
The Origins of Leadership     37
Leadership Is Universal-ButLeaders Are Contextual and Culturally Specific Actors     40
The American Monomyth in Action     42
Gender Barriers in Mythos and Religion     45
Pursuing Learning Extensions of the Chapter     48
Writing in Your Personal Reflective Journal     50
A Review of Key Chapter Concepts     50
Mental Prisms of Leadership     53
Discerning Contemporary Notions of Perception and Truth     56
Perception and Truth Are Linguistically and Culturally Defined     57
Perception and Truth Are Relational and Circular     58
Perception and Truth Are Theory Embedded     61
Perception and Truth May Be False     63
Perception and Truth Produce a Situated "Reality"     65
How Do We Know What We Perceive Is True? Theories of Truth     67
Linguistic Difficulties With Theories of Truth     68
Pragmatist Theories of Truth     70
Coherence Theories of Truth     71
Redundancy Theories of Truth     71
The Uses of Truth in Science     72
Pursuing "Truth" in Educational Leadership     75
Tracing the Influence of Herbert Simon and the Doctrine of Efficiency     78
A Final Commentary About Theories of Truth     82
Pursuing Learning Extensions of the Chapter     83
Writing in Your Personal Reflective Journal     85
A Review of Key Chapter Concepts     85
Individual Human Agency and Principles of Action     89
The Apex of Decision Making: The Oracle of Delphi     90
The Gardner Cognitive Model of Leadership     91
There's No Getting Around Who the Leader Is and What Is Important     94
The Antipodes of Moral Discourse     97
A Man of Unbending Principle Changes the Center of Gravity of a Nation     103
A Pragmatic Man of the People Saves the Nation     105
The Creation of a Moral Compass     108
A Moral Compass in Contentious Times: The Case of Ted Bell     109
The Case of the Wounded Leader     112
Pursuing Learning Extensions of the Chapter     113
Writing in Your Personal Reflective Journal     115
A Review of Key Chapter Concepts     115
Leadership as Artful Performance     119
Roles Versus Traits: Popular Misconceptions of Leadership     120
Determining Role Legitimacy as the Basis of Performance     121
Is Leadership Acting?     123
Real-Life Drama in Chicago: A Portrait of Power Undone     126
How Followers Look to School Leaders for What They Need     134
A Portrait of Two Types of Storytellers as Leaders     140
Pursuing Learning Extensions of the Chapter     141
Writing in Your Personal Reflective Journal     142
A Review of Key Chapter Concepts     142
Understanding the Landscape of Educational Leadership     145
Central Tenets of Modernism     146
The Pseudoscientific Epoch: Educational Leadership and the Long Shadow of "Scientific Management"     148
The Early Scientific Epoch     150
The Behaviorism Epoch     151
The Epoch of Structuralism     154
The Feminist/Critical Theory Epoch     155
The Critical Race Theory Epoch     157
The Queer Theory Epoch     158
The Postmodern Epoch     158
Kitsch Management Texts and Educational Leadership     160
Pursuing Learning Extensions of the Chapter     166
Writing in Your Personal Reflective Journal     167
A Review of Key Chapter Concepts     167
Balancing Performance and Accountability     173
A Review of the Many Forms of Life Writing     176
Third Person Forms of Life Writing     177
Biography     177
Psychobiography      177
Prosopography     178
Portraits, Portrayals, and Profiles     178
Obituaries     179
First Person Forms of Life Writing     179
Autobiography     179
Autobiographical Extensions     181
Life Stories, Memoirs, Diaries, Letters, and Journals     181
Gauging the Possibilities of Life Writing to Understand Leadership     181
Confronting the Myopia of "the Field"     187
Servant Leadership: The Mind and the Heart as One     187
Pursuing Learning Extensions of the Chapter     189
Writing in Your Personal Reflective Journal     190
A Review of Key Chapter Concepts     190
Artful Performance and National Standards     191
The National Leadership Standards     192
Foucault's Concept of Apparatus     192
Problems With the Knowledge Base: Producing an Unequivocal Platform for the Normalizing Gaze and the Policing Function     193
Retracing the Steps in the Developmental Process     195
Reductionism, Rationality, and Core Technologies     195
The Erasure of Context So One Size Fits All     196
Stifling Research Dissent by the Vicious Circle Principle (V.C.P.)     197
The Metaphors of Efficiency in the ISLLC Standards      198
The National Debate on Educational Leadership Preparation     202
The "Pipeline" Scenario: Not "Enough" Quality Leaders for the Schools     202
The "Real World" Scenario: Universities Are Too Removed From Reality to Prepare Educational Leaders Well     203
Some Schools Are "Broken" Scenario: Leaders Need Incentives/Competition to "Fix" Them     204
The Social Justice Scenario: Leadership Is a Distributed Function     204
Pursuing Learning Extensions of the Chapter     206
Writing in Your Personal Reflective Journal     207
A Review of Key Chapter Concepts     207
References     209
Index     223
About the Author     233