| Foreword |
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xi | |
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| Preface |
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xiii | |
| Acknowledgments |
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xix | |
| About the Authors |
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xxi | |
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Part I The Principal's Many Roles |
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1 | (58) |
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3 | (12) |
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Principal as Lifelong Learner |
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3 | (1) |
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Learning in Many Contexts |
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4 | (4) |
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The Expanding Role of the Principal |
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8 | (1) |
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9 | (1) |
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When Old and New Ideas Converge |
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10 | (4) |
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14 | (1) |
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15 | (20) |
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Instructional Leadership Requires Effective Management |
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16 | (1) |
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Management Responsibilities and Strategies |
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17 | (7) |
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Crisis Management Planning |
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24 | (8) |
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A Final Observation Regarding School Management |
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32 | (1) |
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33 | (2) |
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3 Leader as Shaper of School Culture |
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35 | (24) |
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36 | (3) |
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Core Values and Beliefs Are the Heart of Culture |
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39 | (1) |
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The Physical Environment Reflects Core Values: Portraits of Practice |
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40 | (2) |
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Rituals Display Core Values and Call Attention to What Is Important |
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42 | (3) |
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Celebrations Call Attention to What Is Important |
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45 | (1) |
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How People Spend Time Reflects Core Values |
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46 | (1) |
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Norms Are the Unwritten Rules of Culture |
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47 | (1) |
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Powerful Stories Communicate and Reinforce Cultural Values |
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48 | (3) |
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Reading, Transforming, or Shaping a Culture |
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51 | (6) |
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Final Thoughts on Culture |
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57 | (1) |
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58 | (1) |
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Part II Critical Skills for Effective Leadership |
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59 | (32) |
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4 The Art of Human Relations: Getting the Job Done |
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61 | (12) |
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Task and Relationship Behaviors |
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64 | (1) |
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65 | (1) |
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65 | (1) |
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Recommendations for Skillful Human Relations |
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66 | (4) |
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The Role of Emotions in the Organization: Remembering the Heart |
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70 | (2) |
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72 | (1) |
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5 Managing Time: Leading With Purpose |
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73 | (8) |
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Brevity, Fragmentation, and Variety |
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74 | (1) |
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Techniques for Time Management |
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74 | (2) |
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76 | (1) |
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Multitasking: A Modern-Day Solution or Hazard? |
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77 | (2) |
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Final Thoughts on Using Time |
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79 | (1) |
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80 | (1) |
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6 Effectively Working With the Central Office: Coordinating Teaching, Learning, and Professional Development |
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81 | (10) |
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82 | (1) |
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How Is the School District Governed? |
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82 | (1) |
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Communication Between the Schools and the Central Office |
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83 | (1) |
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The District Office as a Teaching and Learning Center |
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84 | (1) |
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The District Office and Principal Evaluations: Partnering for Success |
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85 | (1) |
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Management Tips for Working With the Central Office |
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86 | (1) |
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Maintaining a Strong Relationship Between the Central Office and the School |
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87 | (1) |
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Forging a School and Central Office Partnership: Putting Staff and Student Learning First |
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88 | (1) |
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89 | (2) |
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Part III Honoring the School's Mission |
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91 | (32) |
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7 Understanding, Planning, and Implementing Change |
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93 | (18) |
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Guiding the Change Journey: Three Questions |
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94 | (1) |
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95 | (1) |
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Change Brings Loss and Resistance |
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96 | (1) |
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Change Influences Individuals and the Organization |
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97 | (1) |
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Failure, Risk-Taking, and Conflict: Ingredients for Change |
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98 | (1) |
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Strategies to Promote Trust |
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99 | (2) |
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Classical Insights Regarding Change and Continuous Improvement |
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101 | (1) |
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102 | (1) |
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A Look at Change From the Individual's Perspective |
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103 | (2) |
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105 | (1) |
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Some Final Thoughts on Change |
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106 | (3) |
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109 | (2) |
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8 Building a Vision and a Mission Together |
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111 | (12) |
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Reflecting on Vision and Mission |
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111 | (1) |
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Why Have a Shared School Vision and Mission? |
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112 | (3) |
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School Activities That Highlight the Mission |
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115 | (1) |
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Mission-Building Activity |
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116 | (1) |
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Developing Yearly School Improvement Goals to Accomplish the Mission |
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117 | (5) |
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122 | (1) |
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Part IV Working Together to Build a Learning Community |
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123 | (108) |
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9 Enhancing Teacher Growth Through Supervision and Evaluation Practices Designed to Promote Student Learning |
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125 | (30) |
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125 | (2) |
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Essential Ingredients for Successful Supervision |
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127 | (3) |
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Effective Instructional Strategies |
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130 | (3) |
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Brain-Compatible Teaching Practices |
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133 | (3) |
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Guidelines to Successfully Navigate Through Required State and District Teacher Evaluations Frameworks |
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136 | (3) |
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Increasing Teacher and Administrative Understanding Through Reflective Clinical Supervision |
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139 | (4) |
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Tips for Conferencing and Observing |
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143 | (5) |
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Walk-Throughs, Instructional Rounds, Snapshots, or Drive-Bys |
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148 | (2) |
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Guidelines Related to Evaluation and Legal Concerns |
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150 | (2) |
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Final Thoughts on Supervision and Evaluation |
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152 | (1) |
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153 | (2) |
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10 Maximizing Feedback About Teaching: Differentiated Professional Growth Options |
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155 | (12) |
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155 | (1) |
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Creating the Environment for Maximizing Feedback |
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156 | (1) |
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Building a Foundation: Getting Started |
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157 | (1) |
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Moving Toward Collaborative Feedback |
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157 | (1) |
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Differentiated Professional Growth Options: How the System Works |
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158 | (1) |
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Sources of Feedback: Categories and Approaches |
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159 | (5) |
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Self-Assessment: Establishing Benchmarks of Progress |
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164 | (1) |
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Individual Reflection and Institutional Renewal |
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164 | (1) |
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165 | (2) |
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11 Building a Collaborative School: The Power of Teacher Leadership and Community |
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167 | (16) |
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Portrait of a Collaborative School: A Professional Learning Community |
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168 | (1) |
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An Image of Reality: Obstacles to Collaboration |
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169 | (1) |
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The Case for Collaboration |
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169 | (3) |
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Moving Toward Collaboration |
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172 | (2) |
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Necessary Conditions for a Collaborative School |
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174 | (4) |
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Teacher Leadership and the Collaborative School |
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178 | (2) |
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The Principal and Collaboration |
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180 | (1) |
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Some Final Thoughts on Collaboration |
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180 | (1) |
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181 | (2) |
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12 Fueling the Learning Organization Through Professional Development |
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183 | (12) |
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Why Professional Development? |
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183 | (1) |
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Professional Development Defined |
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184 | (1) |
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Standards for Professional Learning |
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184 | (1) |
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Creating a Context Where Professional Learning Thrives: Some Guidelines |
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185 | (5) |
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Leadership Teams and Professional Learning |
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190 | (1) |
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Optimizing the Individual's Professional Learning Experience |
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191 | (1) |
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Central Office Support for Professional Learning |
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192 | (1) |
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Final Thoughts on Professional Learning |
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193 | (1) |
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194 | (1) |
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13 Faculty Meetings: A Tool for Capacity Building |
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195 | (14) |
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Faculty Meetings as Learning Opportunities---Getting Started |
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196 | (1) |
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The School Mission and Faculty Meetings |
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197 | (1) |
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Increasing Teachers' Roles in Faculty Meetings |
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198 | (1) |
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Successful Faculty Meetings: Stories of Practice |
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199 | (2) |
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Faculty Meeting Strategies That Work! |
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201 | (6) |
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207 | (1) |
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208 | (1) |
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14 Asking the Right Questions About Curriculum, Instruction, and Assessment: Getting to Know the C.I.A. |
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209 | (22) |
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We Live in Interesting Times |
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209 | (1) |
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Asking the Right Questions |
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210 | (19) |
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Continuing the Curriculum Discussion |
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229 | (1) |
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229 | (2) |
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PART V Starting Effectively and Staying the Course |
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231 | (34) |
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233 | (12) |
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234 | (3) |
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Beginning-of-the-Year Faculty Meetings Set a Tone |
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237 | (3) |
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Departmental and Grade-Level Meetings |
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240 | (1) |
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Orienting Teachers Who Are New to the School |
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241 | (2) |
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Teacher Time in the Classroom |
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243 | (1) |
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Welcoming Students and Parents |
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243 | (1) |
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Be Visible on the First Days of School |
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244 | (1) |
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244 | (1) |
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16 Tips: Ideas That Work and Align With the School's Mission |
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245 | (20) |
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245 | (1) |
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Additional Helpful Ideas to Stay on Task |
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246 | (1) |
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Tips From a Superintendent: What Makes a Successful 21st Century Principal? |
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247 | (3) |
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By Dr. Deb Clemens The School Budget: Commonsense Efficiency Tips Based on the Mission |
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250 | (2) |
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Providing Experiences to Celebrate the School's Culture |
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252 | (3) |
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Tips on Opening a New School |
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255 | (2) |
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Tips on Using Technology to Enhance a Principal's Performance |
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257 | (5) |
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Using Tips in Your Setting |
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262 | (1) |
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263 | (2) |
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PART VI Embracing Your Constituencies |
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265 | (46) |
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17 Working With Parents and Partnering With the Greater Community |
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267 | (18) |
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Effectively Communicating With Parents |
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267 | (3) |
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Building Bridges With the Parent Community |
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270 | (4) |
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Additional Ways to Bring Parents and Community Members Into School |
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274 | (1) |
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Broadening School Support and Partnerships |
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275 | (1) |
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Community-Based Organizations |
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276 | (2) |
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Seeking School Support Through Educational Grants |
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278 | (1) |
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Reaching Out and Working With the Media |
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279 | (4) |
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A Reflection on Partnering With Parents and the Community |
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283 | (1) |
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284 | (1) |
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18 Making a Difference for Students: The Heart of the School |
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285 | (26) |
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The Challenge of Excellence and Equality, Social Justice, and School Leadership |
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286 | (1) |
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"Those Kids" and Their Stories |
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287 | (1) |
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The Right to Be a Child and to Make Mistakes |
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288 | (1) |
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Maximizing Opportunities for Students With Disabilities |
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289 | (3) |
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292 | (1) |
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School Discipline: The Principal's Role, the Discipline Gap, and Promising Options |
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293 | (4) |
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Broad Disciplinary Guidelines |
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297 | (1) |
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Reducing Bullying Behavior |
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298 | (3) |
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Cyberbullying and Social Responsibility |
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301 | (1) |
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Supporting Lesbian, Gay, Bisexual, and Transgender Youth |
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302 | (1) |
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Graduating America's Youth: Making Progress on a Long Road |
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303 | (3) |
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Principal Lori Wyborney: Making a Difference at Rogers High School |
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306 | (2) |
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Student and Teacher Resiliency |
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308 | (1) |
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Final Thoughts on "Those Kids" |
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309 | (1) |
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310 | (1) |
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Part VII The Principal's Professional and Personal Worlds |
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311 | (36) |
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19 The Newcomer to the Principalship |
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313 | (10) |
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Problems That Challenge New Principals |
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314 | (3) |
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A Profile of the New Principal |
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317 | (1) |
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Helping Prospective and New Principals Make the Grade |
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318 | (2) |
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Practical Suggestions for Newcomers |
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320 | (2) |
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Final Thoughts on the Newcomer Experience |
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322 | (1) |
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322 | (1) |
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20 Taking Care of Yourself |
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323 | (8) |
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Achieving Success Over Stress |
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324 | (1) |
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325 | (1) |
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Towards Realizing the Vision: A Personal Mission Statement |
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326 | (1) |
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Gaining Perspective by Spending Time With Students |
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327 | (1) |
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Body and Mind: Healthy and Ill Together |
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327 | (3) |
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330 | (1) |
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21 Keeping the Professional Candle Lit |
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331 | (8) |
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Institutionalizing Professional Learning |
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332 | (3) |
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335 | (1) |
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335 | (1) |
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Other Growth Opportunities |
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336 | (1) |
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337 | (2) |
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22 Reflections on the Principalship |
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339 | (8) |
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Serving the School Community |
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339 | (4) |
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Where Do We Go From Here? |
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343 | (1) |
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344 | (1) |
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Take Time to Smell the Roses |
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345 | (1) |
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346 | (1) |
| References and Additional Readings |
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347 | (16) |
| Index |
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363 | |
Lisainfo e-raamatute kohta