Handbook of School Improvement How High-Performing Principals Create High-Performing Schools

ISBN-10: 1412979978

ISBN-13: 9781412979979

Edition: 2010

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Description: A complete guide to administrative and instructional leadership for school improvement, Handbook for School Improvement begins with a discussion of two key questions: ""What is a high-performing school?"" and ""What does a principal do to create a high-performing school?"" This illuminating text provides answers to those and other critical questions via findings from a ground-breaking study of outstanding principals who have created high-performing schools, plus a series of in-depth interviews with 20 principals of high-performing schools or significantly improved schools. The authors discuss individual and group activities that can be used by district and school administrators, staff developers, teachers, and parents working together for school improvement.This resource also presents an array of top resources that include books, articles, Web sites, standards, videos, kits, tools, workbooks, career-planning materials, and interviews with experts.

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Book details

Copyright year: 2010
Publisher: Corwin Press
Publication date: 3/30/2010
Binding: Paperback
Pages: 240
Size: 8.50" wide x 11.00" long x 0.60" tall
Weight: 1.672
Language: English

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.

Acknowledgements
About the Authors
Preface
The Book in Brief
Foreword
Foreword
Foreword
List of Figures
Administrative Leadership for School Improvement: Action Foci of High-Performing Principals
Introduction to Part One of the Handbook
What Is a High-Performing School?
What Is a High-Performing Principal?
The New Challenge of Leadership for School Improvement
Learning: Principals of High-Performing Schools Are Models of Learning
How Did They Learn?
What Did They Learn? High-Performing Principals Learned
Summary
Tips and Suggestions
Modeling: Principals of High-Performing Schools Are Exemplars of the Field's Standards of Leadership
Activities for Becoming an Exemplar of Leadership Standards
Summary
Tips and Suggestions
Focusing: Principals of High-Performing Schools Focus on School and Teacher Practices Associated With Increased Student Achievement
Jigsaw Activity for School- and Teacher-Level Practices Influencing Student Achievement
Summary
Tips and Suggestions
Leading for Achievement: Principals of High-Performing Schools Lead in Ways That Have Maximum Impact on Student Achievement
Summary
Tips and Suggestions
Improving Instruction: Principals of High-Performing Schools Work With Teachers on the School Mission: They Engage in On-Going, Collaborative Study of School-Wide Instructional Improvement Efforts
Summary
Tips and Suggestions
Developing Systems: Principals of High-Performing Schools Use a "Systems development" Approach to Dispatch With Managerial Responsibilities and to Support Instructional Aspects of Work
Use a Systems Development Approach to Create Self-Sustaining Structures
Use Time Wisely
Plan Well
Manage the Budget Efficiently and Effectively
Manage the Physical Plant Efficiently and Effectively
Prevent Problems from Begetting Problems
Summary
Tips and Suggestions
Empowering: Principals of High-Performing Schools Take an Empowering (Team) Approach to Almost Everything and Create "Learning Communities" in Their School
The Leadership Team
Summary
Tips and Suggestions
Hiring: Principals of High-Performing Schools Hire Strong People for Administrative, Faculty, and Staff Positions
Know Who You Need
Involve Everyone in Hiring
Establish Hiring Protocols
Correct Hiring Mistakes
Summary
Tips and Suggestions
Using Data: Principals of High-Performing Schools Insist on Using Data to Inform Instructional Decisions
Questions About Data Use in Your School
Additional Helpful Materials About Data Use
Summary
Tips and Suggestions
Suggested Reading for Further Learning: Administrative Leadership
Instructional Leadership for School Improvement: Goals of High-Performing Principals
Introduction to Part Two
Teaching and Learning: To Maintain a Focus on Teaching and Learning
Summary
Tips and Suggestions
Culture: To Develop a School-wide Culture That Supports and Sustains Instruction
Summary
Tips and Suggestions
Dialogue: To Establish a Context for Dialogue About Instruction
Faculty Meetings: A Sea Change
Encouraging Frequent Teacher Dialogue about Collaboration
A Note About the Need for Common Planning Time Among Teachers
Summary
Tips and Suggestions
Research: To Reference Research-Based Instructional Elements When Observing Instruction and When Talking With Teachers
Factors Influencing Achievement
Planning for Instruction
Standards-Based Instructional Units
Components of Instruction
Student Abilities That Teaching Strategies Should Enhance
Effective Teaching Practices Across Content Areas
Ordering and Pacing of Content and Instructional Strategies
Addressing Diverse Students' Needs
Use of Technology in Instruction
Models of Teaching
Classroom Management (Discipline)
Considering the Value of Walk-Throughs
Considering Formal Evaluations
Summary
Tips and Suggestions
Development: To Provide Effective, On-Going Professional Learning, a.k.a., Staff Development
A Professional Learning Community
The Right Approach
Going Further
A Multitude of Learning Opportunities
A Good Use of Money
The National Staff Development Council Standards
The Special Case of Empowering and Developing Special Education Teachers
Professional Learning for Administrative Teams
Summary
Tips and Suggestions
Suggested Reading for Further Learning: Instructional Leadership
Conclusion: Systems Thinking and the Systems Development Approach in Educational Leadership
Introduction to Part Three
The Importance of Systems Thinking and the "Systems Development" Approach for School Improvement
Using the 4C's Model as a Diagnostic and Prescriptive Tool
Summary
Afterword: A Summary and A Note About Preparation for Educational Leadership
References
Research Method and Procedures
Index
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