Handbook of Instructional Leadership How Successful Principals Promote Teaching and Learning

ISBN-10: 0761931155
ISBN-13: 9780761931157
Edition: 2nd 2004 (Revised)
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Description: In this expanded second edition the authors incorporate recent findings and insights from research, literature and national reports. The handbook is drawn from a study of more than 800 teacher schools throughout the United States.

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Book details

List price: $34.95
Edition: 2nd
Copyright year: 2004
Publisher: Corwin Press
Publication date: 11/5/2003
Binding: Paperback
Pages: 248
Size: 6.00" wide x 9.00" long x 0.50" tall
Weight: 0.748
Language: English

In this expanded second edition the authors incorporate recent findings and insights from research, literature and national reports. The handbook is drawn from a study of more than 800 teacher schools throughout the United States.

Jo Blase is Professor of Educational Leadership at the University of Georgia and a former public school teacher, principal, and director of staff development. She received a Ph.D. in educational administration, curriculum, and supervision in 1983 from the University of Colorado at Boulder. Through work with the Beginning Principal Study National Research Team, the Georgia League of Professional Schools, and public and private school educators with whom she consults throughout the United States, she has pursued her interest in preparation for and entry to educational and instructional leadership at it relates to supervisors discourse. Winner of the W.G. Walker 2000 Award for excellence (for her co-authored article published in the Journal of Educational Administration), the 1997 University of Georgia College of Education Teacher Educator Award, and the 1983 American Association of School Administrators Outstanding Research Award, Blase's recent publications include articles in the Journal of Staff Development, the Journal of Curriculum and Supervision, Educational Administration Quarterly, the Journal of Educational Administration, and The Alberta Journal of Educational Research; and three books, Empowering Teachers: What Successful Principals Do (with Joseph Blase, Corwin, 1994, 2000), Democratic Principals in Action: Eight Pioneers (with Joseph Blase, Gary Anderson, and Sherry Dungan, Corwin, 1995), The Fire Is Back: Principals Sharing School Governance (with Joseph Blase, Corwin, 1997), and Breaking the Silence: Overcoming the Promblem of Principal Mistreatment of Teachers (with Joseph Blase, Corwin, 2003). She has authored chapters on becoming a principal, school renewal, supervision, and organizational development. She also conducts research on supervisory discourse among physicians as medical educators.

Foreword
Preface
Acknowledgments
About the Authors
Dedication
The Art and Science of Instructional Leadership
The Craft of Teacher Supervision
Our Study
The Instructional Supervision Legacy: From Control to Collaboration
Research on Instructional Supervision
Current Issues in the Field
The Conference: Heart of Instructional Supervision
Successful Approaches
Research on Instructional Conferences
Our Findings
Summary
Staff Development: Promoting Professional Growth
Research on Teaching and Learning
How Do Teachers Learn? Principles That Shape Staff Development
Our Findings: The Lifelong Study of Teaching and Learning
PSSSSST! Redesign
Tips for Leaders
Summary
Reflection: Encouraging Critical Study
The Need for Reflective Practice
Related Research and the Development of Frameworks for Reflective Thinking
Approaches to Reflective Supervision
Our Study: Characteristics of Teacher Reflection
Principal Behaviors Fostering Reflection in Teachers and the Benefits to Teachers
Cognitive Coaching: Bridge to Reflection
Encouraging Reflection: Helpful Reminders
Portrait of a Facilitator for Reflective Practice
How Supervisors' Behaviors - Positive and Negative - Affect Teachers
Being Visible Versus Interrupting and Abandoning
Visibility by Wandering Around
Interruption of Class Instruction
Abandonment
Praising Versus Criticizing
Praise
Criticism: More About Control
Extending Autonomy Versus Maintaining Control
Extending Autonomy
The Control Orientation and Instructional Leadership
Other Aspects of Control
Goals of Principals' Control Orientation
The Abusive Control Orientation: The Worst of All
Summary
Conclusion: The Successful Instructional Leader
What, Then, Is Successful Instructional Leadership or Supervision?
Successful Leadership Vis-à-vis Instruction
Tips for Principals
Linking Instructional Leadership to the Development of a Professional Learning Community
Instructional Leadership: A Bridge to the Development of a Professional Learning Community
Recruiting for a Professional Learning Community
Professional Learning Communities: Findings From Research
Suggestions for Expanding Successful Instructional Leadership to Develop a Professional Learning Community
Everyone an Academic Leader
More to Learn: A Final Word
Resource: Research Method and Procedures
References
Index

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