Caring Enough to Lead: How Reflective Practice Leads to Moral Leadership

"Leonard Pellicer is more believable than many authors because he practices what he preaches. This book represents a gift from someone who shows us that leading and caring go hand in hand. I have skimmed through all too many books on leadership. Most don′t speak to me. This one got my attention. Through a rich collection of anecdotes and stories, rather than pronouncements and recipes, I know it will grab yours."
―From the Foreword by Terrence E. Deal

"Pellicer reminds educators why we entered the education field in the first place. He has hit the proverbial nail on its head, and I highly encourage all graduate schools of education and all teacher leaders to make this book required reading!"
―Candace Bower, Instructor
New York State Teacher Center Leadership Academy

"This book is addictive. It has a very personal feel to it, as if the author is talking to the reader."
―Kathe Stanley, Art Teacher
Richmond Drive Elementary School, Rock Hill, SC

"I thoroughly enjoyed reading this book. The author′s personal stories were realistic, which made his points easy to envision. I am thankful for the privilege of adding this to my library."
―Douglas Rinaca, Sixth-Grade Teacher
Chester Middle School, Gastonia, NC

Discover the meaning of caring leadership and bring your school to a new level of excellence!

The author examines what it means to be an effective, caring leader who develops meaningful bonds with staff members to establish common core values. This updated edition of a bestseller demonstrates the relationship between caring leadership and moral and ethical choices and expands on the power of caring leadership to transform schools. This revised edition provides veteran and aspiring leaders with:

• Two new chapters on the art of caring leadership
• Real-world examples that illustrate what leaders encounter each day
• Expanded reflective exercises in each chapter

Leonard O. Pellicer is Dean of the School of Education and Organizational Leadership at the University of La Verne and Distinguished Professor Emeritus from the University of South Carolina. He has served in a number of teaching and leadership roles over the past thirty-five years. He served as the first director of the South Carolina Educational Policy Center, at the University of South Carolina, and was also the director of the African American Professors Program, a program designed to address the problem of a shortage of African American professors at predominantly white higher-education institutions. His experiences prior to joining the faculty at the University of South Carolina include service as a high school and middle school teacher, high school assistant principal, high school principal, and director of a teacher education center that provided staff development opportunities for teachers and administrators in five Florida school districts. In 1986 to 1987, he was a Fullbright Scholar in Southeast Asia. During this period, he taught graduate classes at the University of the Philippines and used his expertise in school leadership to assist in developing programs to train school leaders in the region. From 1992 to 195, he spent a good deal of time in the Republic of South Africa as a member of a team that developed a field-based training program for black principals in the "new South Africa." He holds a bachelor′s degree in English education and master′s and doctoral degrees in educational administration from the University of Florida in Gainesville. For more than twenty-five years, he has written, consulted, and spoken extensively in the areas of school leadership, instructional leadership, and educational programs for disadvantaged students. He has coauthored two other books with Lorin Anderson for Corwin Press, including A Handbook for Teacher Leaders (1995 and Teacher Peer Assistance and Review: A Practical Guide for Teachers and Administrators (2001).