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