Genuine School Leadership

Ronald W. Rebore is a professor at Saint Louis University located in Saint Louis, Missouri. His professional experience includes 22 years as an administrator: nine years as an assistant superintendent of a medium suburban school district, five years as the superintendent of schools in a small suburban school district, and eight years as the superintendent of schools for a large metropolitan school district employing approximately 4,000 staff members with an annual budget of approximately $170 million. He has taught graduate-level courses in educational leadership for approximately 20 years, including ethics courses. Rebore has over 30 publications. Two of his books have been translated into Chinese and have been adopted for use in preparing educational administrators in China. Rebore has a bachelor of arts degree in philosophy, a master's of education degree in counseling and guidance, and a doctor of philosophy degree in educational leadership. Angela L. E. Walmsley is an assistant professor at Saint Louis University located in Saint Louis, Missouri. She has been working in the field of education for approximately 13 years. In that time, she has taught middle school and high school mathematics both in the United States and the United Kingdom; she has taught introductory education courses and graduate-level advanced education and mathematics education courses at two universities in the Saint Louis area; and she is currently teaching statistical and educational research courses at Saint Louis University. Walmsley has a joint bachelor's of science degree in mathematics and teaching from the University of Illinois at Urbana-Champaign; a master's in education degree in mathematics education and a diploma in statistics from the University of Dublin: Trinity College in Dublin, Ireland; and a doctor of philosophy degree in curriculum and instruction with an emphasis on mathematics education and educational research from Saint Louis University. In addition, she holds teaching certificates for the states of Illinois and Missouri, as well as Northern Ireland in the UK.

Preface Acknowledgments About the Authors 1. Understanding Spirituality for Educational Leadership Vignette The Purpose for Writing This Book Chapter Objectives The Milieu Human Insights and Spirituality The Perspective of Inquiry The Question of God in Spirituality Neuroscience Research and Spirituality The Problem of Evil and Spirituality Summary Illustration: A Case of Personal Belief Exercise: Too Religious or Not? 2. The Personal Context of Human Spirituality Chapter Objectives The Context The Psychological Foundations of Spirituality The Elements of a Personal Spirituality for Educational Leaders Summary Illustration: A Case of Personal Spirituality Exercise: Self-Assessment of Psychological Dimensions 3. The Nature of Educational Leadership Spirituality Chapter Objectives The Educational Leadership Vocation The Learning Community as a Conduit to Spiritual Leadership Research as a Form of Spiritual Leadership Summary Illustration: A Case of Vocation and Dispositions Exercise: Assessment, Communication, and Reflection 4. The Practice of Educational Leadership From a Spiritual Base Chapter Objectives The Rationale for Spiritual Leadership The Spiritual Dimensions of Transcendental Leadership Culture Summary Illustration: A Case of Leadership Spirituality Exercise: Cultural Analysis Assessment Appendix A: Research in Astronomy, Geology, and Physic and Human Spirituality Appendix B: Psychological, Philosophical, and Religious Approaches to Good and Evil in the Human Condition Endnotes Bibliography Annotated Bibliography Index

"Of the numerous education-related publications that I have read over the past 30 years, this is by far one of the most interesting and thought provoking. This book is a contribution to the field, especially for practicing, experienced school principals and superintendents who believe in faith regardless of one's particular denomination." -- Kenneth Arndt, Superintendent "I especially like the sections that address the educational leader as one who has a calling to serve. This is the first and only text that has adequately addressed why educational leaders do what they do!" -- Jill Gildea, Superintendent "A wonderful tool for educational leaders in strengthening the skills needed to survive. More important, the book helps to cultivate leaders' learning communities and develop an understanding at different levels of what it takes to elevate and create schools that are effective in meeting the needs of all who comprise that community." -- Gerard Dery, Principal