This title is printed to order. This book may have been self-published. If so, we cannot guarantee the quality of the content. In the main most books will have gone through the editing process however some may not. We therefore suggest that you be aware of this before ordering this book. If in doubt check either the author or publisher’s details as we are unable to accept any returns unless they are faulty. Please contact us if you have any questions.
Today’s global economy depends on the sharing of knowledge rather than the provision of goods and services. Knowledge can originate at any level of the organization. New models of classroom leadership are needed to prepare children for their more interactive future. Moreover, students are better equipped to interact with their teachers than ever before. They get frustrated when they can’t participate in decision-making. As professor William Glasser writes, Boss management fails because it limits both the quality of the work and the production of the (student) worker. Its use actually causes most of the discipline problems we are trying to prevent. Don Broadwell, a former Marine, college instructor, and leadership scholar offers a blueprint that will help teachers and students become more successful.
Learn how to:
* discern the differences between collaborative leading and command-and-control;
* create you own leader style. One size does not fit all;
* make leading exciting for students;
* turn leading a classroom into a stimulating, stress-free activity.
From the evolution of leadership thought from Lao Tzu in ancient times, through the Human Potential Movement of the 1990s, to the present emphasis on collaboration, this book is an essential resource for anyone who works with and cares about children. Don Broadwell lays a solid foundation and makes a persuasive argument for changing the way teachers facilitate the decision-making process. Collaboration between students and their teacher in goal setting, activities selection, and outcomes assessment promises much more than buy in; it leads to enthusiastic achievement embraced by all classroom stakeholders, children, teachers, administrators, parents, and community.
– Gary Newbill, JD, EdD, retired school district superintendent from Washington State, Dean and Professor of Education emeritus at Northwest University in Kirkland, Washington.
