| |
| |
| Preface | |
| |
| |
| Who This Book Is For | |
| |
| |
| Overview of the Contents | |
| |
| |
| Acknowledgments | |
| |
| |
| Introduction | |
| |
| |
| A Matter of Defintion | |
| |
| |
| The Origin of the Ten Traits | |
| |
| |
| The Ten Traits of Highly Effective Principals | |
| |
| |
| |
| The Communicator | |
| |
| |
| |
| The Educator | |
| |
| |
| |
| The Envisioner | |
| |
| |
| |
| The Facilitator | |
| |
| |
| |
| The Change Master | |
| |
| |
| |
| The Culture Builder | |
| |
| |
| |
| The Activator | |
| |
| |
| |
| The Producer | |
| |
| |
| |
| The Character Builder | |
| |
| |
| |
| The Contributor | |
| |
| |
| About the Author | |
| |
| |
| Dedication | |
| |
| |
| |
| The Communicator | |
| |
| |
| Communicator Exemplar: Michelle Gayle | |
| |
| |
| Communicator Benchmarks | |
| |
| |
| |
| Communicators Attend | |
| |
| |
| |
| Communicators Listen | |
| |
| |
| |
| Communicators Empathize | |
| |
| |
| |
| Communicators Disclose Themselves to Others | |
| |
| |
| |
| Communicators Get the Whole Story | |
| |
| |
| |
| Communicators Ask the Right Questions | |
| |
| |
| |
| Communicators Say What They Mean and Mean What They Say | |
| |
| |
| |
| Communicators Can Acceptn Criticism | |
| |
| |
| |
| Communicators Can Give Correction | |
| |
| |
| |
| Communicators Communicate Creatively | |
| |
| |
| |
| Communicators Disagree Agreeably | |
| |
| |
| |
| Communicators Pay Attention to Parents | |
| |
| |
| |
| Communicators Connect Emotionally and Professionally With Staff | |
| |
| |
| |
| Communicators Communicate With Students | |
| |
| |
| |
| Communicators Can Talk to the Boss | |
| |
| |
| |
| Communicators Connect in Productive, Helping, and Healing Ways | |
| |
| |
| |
| Communicators Care Enough to Send the Very Best | |
| |
| |
| |
| Communicators Know How to Schmooze | |
| |
| |
| |
| Communicators Write, Speak, and Teach | |
| |
| |
| Summing It Up | |
| |
| |
| |
| The Educator | |
| |
| |
| Educator Exemplar | |
| |
| |
| Jean Hendrickson, Elementary | |
| |
| |
| Educator Exemplar: Alan Jones, High School | |
| |
| |
| Educator Benchmarks | |
| |
| |
| |
| Educator Principals Believe That All Students Can Learn, and They Develop Programs to Help Them Succeed | |
| |
| |
| |
| Educator Principals Provide Training and Support for Teachers | |
| |
| |
| |
| Educator Principals Create Cognitive Dissonance | |
| |
| |
| |
| Educator Principals Establish, Implement, and Achieve Academic Standards | |
| |
| |
| |
| Educator Principals Focus on Instruction | |
| |
| |
| |
| Educator Principals Model Continuous Learning | |
| |
| |
| |
| Educator Principals Develop Teacher Leaders | |
| |
| |
| |
| Educator Principals Pay Attention to What Matters Most | |
| |
| |
| |
| Educator Principals Create Learning Communities | |
| |
| |
| Summing It Up | |
| |
| |
| |
| The Envisioner | |
| |
| |
| Envisioner Exemplar: Larry Fieber | |
| |
| |
| Envisioner Benchmarks | |
| |
| |
| |
| Envisioners Are Hedgehogs | |
| |
| |
| |
| Envisioners Feel Called | |
| |
| |
| |
| Envisioners Have Resolve, Goals, and Lifevision | |
| |
| |
| |
| Envisioners Can See the Invisible | |
| |
| |
| |
| Envisioners Know Where They Are Headed | |
| |
| |
| |
| Envisioners Have Compelling Visions | |
| |
| |
| |
| Envisioners Can Articulate Their Visions and Then Make Them Happen | |
| |
| |
| Summing It Up | |
| |
| |
| |
| The Facilitator | |
| |
| |
| Facilitator Exemplar: Doug Pierson | |
| |
| |
| Facilitator Benchmarks | |
| |
| |
| |
| Facilitator Principals Bond People Into a Community of Leaders | |
| |
| |
| |
| Facilitator Principals Tap the Potential of People | |
| |
| |
| |
| Facilitator Principals Say "We" Instead of "I" | |
| |
| |
| |
| Facilitator Principals Favor People Over Paperwork | |
| |
| |
| |
| Facilitator Principals Build Up Emotional Bank Accounts | |
| |
| |
| |
| Facilitator Principals Cultivate Their Own Well-Being | |
| |
| |
| |
| Facilitator Principals Value Diversity | |
| |
| |
| |
| Facilitator Principals Share the "Power Pie" | |
| |
| |
| |
| Facilitator Principals Accentuate the Positives | |
| |
| |
| |
| Facilitator Principals Promote Parental Involvement | |
| |
| |
| |
| Facilitator Principals Celebrate | |
| |
| |
| |
| Facilitator Principals Spend Time With Students | |
| |
| |
| Summing It Up | |
| |
| |
| |
| The Change Master | |
| |
| |
| Change Master Exemplar: Marjorie Thompson | |
| |
| |
| Change Master Benchmarks | |
| |
| |
| |
| Change Masters Can Handle Uncertainty and Ambiguity | |
| |
| |
| |
| Change Masters Respect Resisters | |
| |
| |
| |
| Change Masters Are Futuristic | |
| |
| |
| |
| Change Masters Use a Situational Approach | |
| |
| |
| |
| Change Masters Know That the Power Is Within | |
| |
| |
| |
| Change Masters Value the Process | |
| |
| |
| |
| Change Masters Plan for Short-Term Victories | |
| |
| |
| |
| Change Masters Procure Resources | |
| |
| |
| |
| Change Masters Trust Their Teams | |
| |
| |
| |
| Change Masters Are Willing to Change Themselves | |
| |
| |
| |
| Change Masters Are Motivators | |
| |
| |
| |
| Change Masters Understand the Change Process | |
| |
| |
| Summing It Up | |
| |
| |
| |
| The Culture Builder | |
| |
| |
| Culture Builder Exemplar: Gabe Flicker | |
| |
| |
| Culture Builder Benchmarks | |
| |
| |
| |
| Culture Builders Understand and Appreciate the Power of Culture | |
| |
| |
| |
| Culture Builders Know What a Good Culture Looks Like | |
| |
| |
| |
| Culture Builders Facilitate the Development of Core Values | |
| |
| |
| |
| Culture Builders Communicate These Values Clearly | |
| |
| |
| |
| Culture Builders Reward and Cheer Those Who Support and Enhance the Culture | |
| |
| |
| |
| Culture Builders Build Cultures That People Choose | |
| |
| |
| |
| Culture Builders Know the Small Stuff Is Really the Big Stuff | |
| |
| |
| Summing It Up | |
| |
| |
| |
| The Activator | |
| |
| |
| Activator Exemplar: Clare Maguire | |
| |
| |
| Activator Exemplar: Todd White | |
| |
| |
| Activator Benchmarks | |
| |
| |
| |
| Activators Mobilize People | |
| |
| |
| |
| Activators Are Entrepreneurial | |
| |
| |
| |
| Activators Don't Wait to Be Told | |
| |
| |
| |
| Activators Are Risk Takers | |
| |
| |
| |
| Activators Ask for Forgiveness Rather Than Permission | |
| |
| |
| |
| Activators Run to Daylight | |
| |
| |
| |
| Activators Don't Micromanage | |
| |
| |
| |
| Activators Make Things Happen | |
| |
| |
| |
| Activators Are Outrageous | |
| |
| |
| |
| Activators Are Cheerleaders | |
| |
| |
| Summing It Up | |
| |
| |
| |
| The Producer | |
| |
| |
| Producer Exemplar: Dale Skinner | |
| |
| |
| Producer Benchmarks | |
| |
| |
| |
| Producers Believe That Achievement Is the Bottom Line | |
| |
| |
| |
| Producers Never Mistake Activity for Achievement | |
| |
| |
| |
| Producers Are Data Driven | |
| |
| |
| |
| Producers Pay Attention to Individual Students | |
| |
| |
| |
| Producers Have Academically Focused Missions | |
| |
| |
| |
| Producers Make Research-Based Decisions | |
| |
| |
| |
| Producers Hold Teachers Accountable | |
| |
| |
| Summing It Up | |
| |
| |
| |
| The Character Builder | |
| |
| |
| Character Builder Examplar: Tom Paulsen | |
| |
| |
| Character Builder Benchmarks | |
| |
| |
| |
| Character Builders Are Human | |
| |
| |
| |
| Character Builders Are Trustworthy | |
| |
| |
| |
| Character Builders Have Integrity | |
| |
| |
| |
| Character Builders Are Authentic | |
| |
| |
| |
| Character Builders Are Respectful | |
| |
| |
| |
| Character Buliders Are Generous | |
| |
| |
| |
| Character Builders Are Humble | |
| |
| |
| |
| Character Builders Hire Staff Members With Character | |
| |
| |
| |
| Character Builders Are Consistent | |
| |
| |
| |
| Character Builders Lead by Example, Not by Exhortation | |
| |
| |
| |
| Character Builders Seek to Develop the Character of Students | |
| |
| |
| Summing It Up | |
| |
| |
| |
| The Contributor | |
| |
| |
| Contributor Exemplar: Lola Malone | |
| |
| |
| Contributor Benchmarks | |
| |
| |
| |
| Contributors Lead by Serving Others | |
| |
| |
| |
| Contributors Are Self-Aware and Reflective | |
| |
| |
| |
| Contributors Are Good Stewards | |
| |
| |
| |
| Contributors Have Strong Wills | |
| |
| |
| Summing It Up | |
| |
| |
| Conclusion | |
| |
| |
| Professional Conclusions | |
| |
| |
| How Can You Use This Book | |
| |
| |
| |
| List of Contributing Highly Effective Principals | |
| |
| |
| |
| Ten Traits of Highly Effective Principals | |
| |
| |
| |
| Complete List of Benchmarks | |
| |
| |
| References | |
| |
| |
| Index | |
| |
| |
| Facilitators Guide | |
| |
| |
| Who Should Use This Guide? | |
| |
| |
| How Is the Guide Organized? | |
| |
| |
| What Materials Are Needed? | |
| |
| |
| Study Modules | |
| |
| |
| Introduction | |