Jazzar, Michael & Algozzine, Bob. (2006). Keys to Successful 21st Century Educational Leadership. Reviewed by Anthony H. Normore, Florida International University

Jazzar, Michael & Algozzine, Bob. (2006). Keys to Successful 21st Century Educational Leadership. Boston, MA: Allyn & Bacon. 320 pp.         ISBN 0-205-47375-X Reviewed by Anthony H. Normore Florida International University March 27, 2007 In their book, Keys to Successful 21st Century Educational Leadership, co-editors Jazzar and Algozzine present a series of chapters that represent their original work. These chapters contain perspectives derived from years of research and the authors’ unique partnership and practical experience providing guidance for effective educational leadership in public and private schools and successful preparation of competent educational leaders. Armed with an air of optimism, the authors cover a broad range of topics that range from ideas that combat student violence to deteriorating facilities to acute teacher shortage to substantial student achievement rates.The timeliness of this book could not be more appropriate considering the recent scrutiny of leadership preparation and training programs as well as leadership development. The book addresses historical foundations, while simultaneously offering comprehensive guidance, new and exciting insights and future considerations that shape best practices for school leaders. The format of the book is clear, easy to follow, and organized into fifteen chapters in three separate sections. Based on the authors’ assertion, educational leaders will generally fall into two categories: “those protecting the status quo, therefore falling behind educational changes, and those with the knowledge and ability to lead and succeed in educational reform” (p. xii). This book is specifically focused on the latter and presented through the use of three features: content, pedagogy, and supplements. Each chapter is replete with current research and best practices that “comprehensively guide educational leaders through challenges that need to be identified, debated and understood” (p. xii). Within each chapter an Action Focus feature is introduced that serves as a guide for the chapter’s content. A second feature is Praxis Preparation and Accreditation Readiness. This feature is presented in alignment with the Interstate School Leaders Licensure Consortium (ISLLC) standards that “helps students to take the Praxis Test for School Leaders and provides university professors with a textbook, activities, and artifacts suitable to meet and surpass accreditation requirements” (p. xii). A third feature is In the News which connects the lessons of the text to the world of contemporary news media. The final two features are Key Boxes which hold multiple guiding imperatives to ensure the success of educational leaders, and The Reflective Practitioner which provides a scenario and/or forum for integrating the ISLLC Standards into the fundamental elements of the chapter. Supplementary material is added to each chapter to include additional resources, PowerPoint Presentations and a Test Bank of questions. Section one is comprised of Foundational Keys that examine the study of theories, organizational structures, past educational reforms, the theoretical constructs of climate and culture, and the personal and professional individual convictions of educational leaders. The central premise of this section is that educational leaders who fail to understand and appreciate their own histories cannot fully understand the present or effectively manage the future. Chapter one sets the stage for the remainder of the book by focusing on leadership and management theory and practice (i.e., principles of scientific management; human relations, behavioral sciences, and total quality management). Chapter two discusses educational reforms over the last two decades and interweaves the six national ISLLC Standards into the politics of national leadership reform as well as leadership preparation program accreditation. The standards provide a “common core of knowledge, disposition and performances that link leadership to productive schools that enhance educational outcomes” (p. 18). Chapter three focuses on valuable lessons for educational leaders through deep understanding of school culture, climate and collaboration. The authors provide a synopsis of effective schools research, explains why school culture, climate and collaboration matter, and offers a series of ‘keys” to building and enhancing all three elements that make up other school improvements. Jazzar and Algozzine bring to light “the importance of interpersonal skills” (p. 45) in chapter four. The chapter is replete with ideas for developing excellent professionals and presented as a conceptual framework for education of professionals. The framework includes the following components: knowledgeable, effective, reflective, responsive to equity and diversity, collaborative, and leaders. In the words of the authors, “Successful 21st century educational leaders will commit and insist on excellence and hold those they lead accountable” (p. 55), and “hold yourself responsible for your lifetime choices, beliefs, and convictions; your professional and personal actions; and how true you are to yourself” (p. 59). Section two, titled Fundamental Keys, discuss current challenges such as No Child Left Behind (NCLB), reauthorization of Individuals with Disabilities Act (IDEA), motivation, decision-making models, instructional and curricular leadership, and other imperative skills. The central message of this section relates to the importance for educational leaders to understand the educational world as it is today in order to be successful as leaders. Chapter five focuses on the ability for educational leaders “to instill the will to succeed” (p. 62). Throughout the chapter the authors revisit motivational principles/theory beginning with “needs theories”(i.e., Mazlow, Alderfer, Herzberg) and “process theories” (i.e., equity, expectancy, and goal setting). Essentially, the authors assert that successfully completing goals provides individuals with a sense of accomplishment and satisfaction, and a greater sense of motivation. Chapter six focuses on making decisions that improve education. The chapter is filled with technical assistance and guidance about decision making strategies that are intended to provide direction to educational leaders. Included are strategies for classical decision making, behavioral decision making, mixed scanning decision making, garbage can decision making and shared decision making. Chapter seven discusses how educational leaders could become successful 21st century instructional leaders with focus on the mandated expectations of NCLB. The authors suggest several strategies for unleashing instructional leadership potential so that student achievement “need not be an educational leader’s bereavement – that now is not the time to retire; it is the time to catch on fire as an instructional leader, taking part in a leadership so vital to the nation’s children” (p. 110). Chapter eight is devoted to curriculum considerations and implementations. The authors use a case study throughout the chapter of West Lansing High School, an American Blue Ribbon school acknowledged for its excellent curricula. In doing so, the authors offer a series of keys to curriculum excellence that ought to be of national interests to all constituents of public education. In short, the students at West Lansing High School needed, and received, a grounded curriculum that was built on several key principles: interactive, challenging and diverse, meets the needs of all students, relevant, supported by technology, achievement was an indicator of curriculum success, and parent involvement was highly valued (p. 118). In chapter nine, Jazzar and Algozzine focus on legal and moral leadership and “doing the right thing”. Armed with suggestions and strategies to help educational leaders to stay abreast of changes in laws such as those in IDEA, the authors devote this chapter to the legal foundations in education as these laws pertain to: State, courts, separation of church and state, equal access, legal compliance regarding religious activities, freedom of expression versus censorship, search and seizure, zero tolerance, peer-peer student sexual harassment, preventing school district liability, protecting teacher freedoms and teacher dismissal, and moral leadership. Chapter ten provides educational leaders with a deep understanding of the intricacies of 21st century school finance. Considering the shortfalls in funding schools the main focus is on how school districts might respond to future financial dilemmas. The authors share “Points of Pride” in the authentic context of a school district. By creating a realistic template, the intent is to “provide greater depth, richness, and clarity in understanding school finance” (p. 164). They assert that the keys to successful budgeting “will provide educational leaders with a strategy to emulate as they face similar financial challenges” (p. 164). Some of the key points to financial survival include comprehensive explanations for: reducing administrative costs, saving by outsourcing non-instructional services, managing health benefits effectively, structuring capital costs effectively, site-based budgeting, opportunities for gifts and contributions. Section three, titled Future Keys, addresses current challenges such as renewal of schools, new forms of assessment in the new millennium, full service schools, and essential reforms for school improvement in order to keep educational leaders prepared for rapid changes in the future. The authors discuss the essential components of leadership necessary for renewing America’s schools. Throughout chapter eleven, emphasis is placed on the destruction and degradation of “micromanagement and the importance of its immediate cessation if the gains of professional development are to make a positive difference” (p. 179). The authors offer strategies for school renewal and rehabilitation based on what they consider “the demystification of propensities” of micromanagement (p. 180). Among the professional development keys suggested and reiterated by the authors include: find a different role for micromanagers, show them how focus on results can get the job done better, invest in regular professional development, build a strategic plan with goals and objectives, communicate, clearly define the roles of educational leaders and those they lead, and provide mentoring opportunities for all involved, as well as support and training for the mentors. In chapter twelve, Jazzar and Algozzine present the dynamics of assessment that include keys for implementing self and peer assessments, authentic assessment, and family and community involvement. Of particular interest in this chapter is how the authors introduce the concepts of “emotional intelligence” and “developmentally appropriate practices” and claim these begin with effective early childhood assessments. Each of these forms of assessment becomes critical for the new millennium education as educational leaders move from assessment to intervention strategies for deeper understanding. Chapter thirteen focuses on how and why full-service schools serve as the hub of integrated services. The central premise of this chapter emphasizes the necessary keys to full service education reform - that a full-service school is a center of the emotional, social, physical, and academic needs of students, parents, and community. To be successful, these schools provide services that are rendered from “combined and coordinated efforts of educators, doctors, dentists, psychologists, and other skilled professionals” (p. 217). As asserted by Jazzar and Algozzine, “…it is only through a transformation of educational leadership (in caring for the sick, oppressed and needy) that will restore education to a profession that is respected, appreciated and supported” (p. 232). Chapter fourteen is replete with keys to lasting reform. At a time of an escalating teacher shortage, the authors suggest ways that all educational leaders, not just the principal or human resource director, can strategically team together to play a critical role in attracting and retaining highly qualified teachers. Additionally, the authors devote a large portion of the chapter exploring instruction and technology by offering pointers for effective technology preparation, implementation, assessment and leadership. Chapter fifteen completes the book. The authors offer a series of keys for different facets of educational leadership (i.e., visioning leadership, conflict resolution, attributes of followers, changing environments, fundamental biases, organizational cohesion, win-win teaming, taking care of business, lasting leadership reforms, and many others) for success in the 21st century. > There are implications for educational leadership as a result of this volume. Keys to Successful 21st Century Educational Leadership is not only designed for use in many college and university leadership development and preparation programs but also as a resource that will find its place on the desks of practicing educational leaders to aid them in meeting the numerous and unexpected educational challenges they face everyday. In the opinion of this reviewer, this book is one of the most highly valuable and recommended volumes of its time, presented insightfully and rigorously by contributors who have invested more than five decades exploring and implementing cutting-edge practices in educational leadership – as researchers and leader practitioners. It is especially recommended as a comprehensive and viable resource for university and college professoriate particularly for those involved in teacher and leadership preparation programs. It is equally recommended for aspiring and practicing school administrators, policy makers, teachers, and parents for its accessibility and engaging research and practice. This highly acclaimed book, Keys To Successful 21st Century Educational Leadership, presents critical lessons to transform individuals into visionary, educational leaders who are skilled agents with ethical credibility. About the Reviewer Anthony H. Normore, Assistant Professor, Educational Leadership and Policy Studies, College of Education, Florida International University, Miami, Florida.