Abstract:

Jan Yow, a North Carolina teacher, says that this is a combination of a how-to-book and workbook and that “it is divided into three sections: Transformation through clarity and creation, transformation through interpersonal influence, and transformation through professional learning and doing.”

Citation: Sparks, D. (2005). Leading for results: Transforming teaching, learning and relationships in schools. Thousand Oaks, CA: Corwin Press.

Full Text:

By Dennis Sparks
2005 (168 pp./paperback)
Corwin/NSDC
ISBN: 1-4129-1393-4
$27.95

Reviewed by Jan Yow

Leading for Results is a combination of a how-to-book and a workbook for those who lead schools. Author Dennis Sparks sets the tone with the first sentence of his first chapter: "Leaders matter."

In his introduction, Sparks begins with a request that the reader work through the book with a team of colleagues (a study group) in an effort to build honest dialogue that will result in school improvement. He assumes his readers are already experiencing success and hopes they will be able to build on that success by trying "one or more" of the ideas he presents. The book is divided into three sections: Transformation through clarity and creation, transformation through interpersonal influence, and transformation through professional learning and doing. Sparks, executive director of the National Staff Development Council, believes leadership that "promotes continuous improvements in adult and student learning" can be described by a set of beliefs and abilities that he calls "result skills." They include:

• Clarity of thought regarding intentions and assumptions;
• Deep understanding of important subjects;
• The capacity to create;
• Empowering beliefs;
• The concise and consistent expression of those intentions and beliefs in the spirit of dialogue;
• Committed listening; and
• Continuous innovation in the methods used to achieve our goals. (p. xi)

Sparks models what he asks of his reader by beginning each of his 26 chapters with his own assumptions about the topic under discussion. Each interactive essay also concludes with the same three prompts for readers to address: Examine your assumptions: Write your assumptions regarding _____________, stating them as succinctly and powerfully as possible. . . . Share your assumptions with colleagues in the spirit of dialogue. Deepen your understanding: Write in words ________________ and share with your colleagues or Describe a time when you __________________ and how it affected your leadership. Engage in next action thinking: Specify actions you will take to ______________ and by what dates you will take those actions. "Simply reading these entries...is unlikely to improve your understanding or use of these ideas," he says. "I encourage you to slow down to ponder the meaning and implications of what you are reading so you can intellectually interact with the ideas" (p. xxi).

With most chapters no longer than three pages, Leading for Results is a tempting "quick read," but as Sparks stresses, the benefit of the book comes from taking time to critically think through the ideas he presents and discuss those ideas with colleagues. The succinctness of each chapter make this book ideal as a warm-up for leadership team meetings, with team members taking turns leading discussions around one of the book's topics. I agree with Sparks that working in a group to complete the book would be beneficial, but I'd also recommend it as an individual read if a study group is not available. Reading it on my own, I was still able to glean a great deal from both the theories presented and the practical applications suggested. One of the most memorable points Sparks makes is his plea for educators to "tell 'your truth'" and to allow "candid communication" to take place so that our children can be best served. He acknowledges the difficulty in speaking honestly about what you know and feel, but again stresses that continuous improvement will only occur if colleagues are honest with one another. In addition to the two quotes that introduce each chapter, Sparks strategically includes pithy comments from a variety of leadership experts throughout the text. One of the most powerful comes in Chapter 9: "Tell Your Truth."

I wonder how many children's lives might be saved if we educators disclosed what we know to each other. -Roland Barth

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