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62). Therefore the authors prescribe that these responsibilities should not fall simply on one individual but rather a upon a distributed leadership team.
In Chapter 4, the authors present meta-analysis of the 21 behaviors or responsibilities of the principals that "have a statistically significant relationship with student achievement" (p. 64). Each responsibility is explained and its correlation with achievement is reported. Describing each responsibility, the authors give several scenarios which describe what each responsibility would do in the actual setting. The scenarios give practitioners a clear understanding of each one. For instance, in the Change Agent responsibility: "the school leader demonstrates [Change Agent responsibility]...when he makes a commitment to implement a new reading program for at least two years to give it adequate time to work" (p. 45).
Chapter 5 focuses on the 21 responsibilities in relation to two types of change: incremental and deep change. First Order change is incremental change that fine tunes the system. Second Order Change, or deep change, alters the system to go in a new direction and all 21 responsibilities are "involved in the day-to-day first order changes" as part of the daily management of the school (p. 75).
Chapter, 6 focuses on the right work, which was mentioned before. The work factors can be grouped into school-level,...
The authors indicate that "the school leader's ability to select the right work is a critical aspect of effective leadership" (p. 97).
Best practices are highlighted on checklists at the end of each chapter, and there are samples shown on how to plan curriculum enabling students to come up to state achievement levels and meet adequate yearly goals.
In conclusion, School Leadership that Works gives school administrators 21 responsibilities of which school leaders should be aware. The authors claim that their research "indicates that school leadership has a substantial effect on student achievement and provides guidance for experienced and aspiring administrators alike" (p.12). They sum up their work with a universalistic goal: "It is our hope that the information presented in this book will help principals and others translate their vision and aspirations into actions that will change not only…
In conclusion, School Leadership that Works gives school administrators 21 responsibilities of which school leaders should be aware. The authors claim that their research "indicates that school leadership has a substantial effect on student achievement and provides guidance for experienced and aspiring administrators alike" (p.12). They sum up their work with a universalistic goal: "It is our hope that the information presented in this book will help principals and others translate their vision and aspirations into actions that will change not only our schools, but potentially, the world" (p. 123).
Reference
Marzano, R.J.; McNulty, B.A. And Waters, T. (2005). School Leadership that Works: From Research to Results. Alexandra, VA: Association for Supervision and Curriculum Development.
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