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Skills for Effective Leadership | |
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Cultivating Community, Culture, and Learning | |
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Focusing Questions | |
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Introduction | |
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Educational Leadership Constituent Council (ELCC) Standards | |
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Reframing the Role of the Principal | |
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A New Approach to the Principalship | |
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Creating a Professional Learning Community | |
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Creating a Mission Statement | |
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Developing a Vision | |
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Developing Value Statements | |
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Establishing Goals | |
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Developing a Culture: Learning for All | |
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Definition and Characteristics | |
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Heroes, Traditions, and Networks | |
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Maintaining School Culture | |
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The Principal as Instructional Leader | |
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Focusing on Learning | |
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Encouraging Collaboration | |
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Analyzing Results | |
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Providing Support | |
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Aligning Curriculum, Instruction, and Assessment | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Overview of Context for Case Studies | |
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Part I Case Study: A New Role | |
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ELCC Standard 1 | |
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Creating a Vision for Learning | |
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Focusing Questions | |
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Gaining a Perspective on the Vision: Considering the Future | |
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Considerations of the Present and the Future: The Global Society | |
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Understanding Our World and Our Position as a Principal in the Challenges for Learning | |
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Bringing the Vision Home to the School Culture | |
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The Systemic Vision | |
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Creating a Vision | |
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The Principal's Vision | |
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Beliefs, Values, and Attitudes | |
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The Leadership Framework | |
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Benefits of Articulating the Vision | |
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Shepherding the Vision | |
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Vision Detractors | |
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Vision Maintainers | |
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Mission Statements | |
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Goal Statements | |
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Hierarchy of Goals | |
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Criteria for Effective Goals | |
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The Goal-Setting Process | |
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Problems With Goal Setting | |
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Making Goal Setting Effective | |
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Developing Plans for Attaining Goals | |
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Strategic Plans | |
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Tactical Plans | |
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Operational Plans | |
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Standing Plans | |
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Single-Use Plans | |
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How Some Schools Have Used Goal Setting to Improve Test Scores | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Part II Case Study: Creating a Vision | |
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ELCC Standard 2 | |
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Curriculum Development and Implementation | |
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Focusing Questions | |
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Concepts and Models of Curriculum | |
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Concepts of Curriculum | |
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Models of Curriculum | |
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Modern Models of Curriculum | |
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Relationship of Curriculum to Instruction | |
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The Principal as Curriculum and Instructional Leader | |
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Curriculum Goals and Instructional Objectives | |
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Writing Effective Instructional Objectives | |
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Developing a Needs Assessment | |
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How to Conduct a Curriculum Needs Assessment Considering Standards | |
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Assessment Tools | |
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Curriculum Alignment Process | |
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Focusing the Vision and the School's Mission Through Curriculum | |
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Aligning the Curriculum to the Vision and Mission | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Teaching and Learning | |
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Focusing Questions | |
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The Principal's Role in Teaching and Learning | |
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The Principal's Role in Instructional Planning | |
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Promoting Teacher Reflection in Instructional Planning | |
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Using Student Data and Evidence in Instructional Planning | |
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Using Students' Cultural Backgrounds in Instructional Planning | |
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Using Theoretical Frames for Instructional Planning | |
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The Effective Schools Model | |
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Clear and Focused Mission | |
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Instructional Leadership | |
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High Expectations | |
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Opportunity to Learn and Time on Task | |
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Frequent Monitoring and Assessment | |
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Safe and Orderly Environment | |
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Positive Home-School Relations | |
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Effective Teaching Practices | |
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Twelve Principles of Effective Teaching | |
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Conditions for Learning | |
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Best Practices for the Classroom | |
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Models of Evaluation | |
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Formative and Summative Evaluation | |
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Classroom Observations | |
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Walk-Through Observations | |
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Peer Coaching | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Professional Development | |
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Focusing Questions | |
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The Principal's Mission Related to Professional Development | |
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The Principal's Mission for Teachers' Professional Development | |
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High-Quality Professional Development | |
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The Principal's Mission for Personal Professional Development | |
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The Professional Development Portfolio | |
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Using the Professional Development Portfolio | |
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Ethics of Professional Development | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Student Services | |
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Focusing Questions | |
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Guidance and Counseling Services | |
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Aims of Guidance and Counseling Programs | |
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The Role of the Counselor | |
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Major Guidance and Counseling Services | |
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Methods of Counseling | |
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Evaluation of Guidance and Counseling Programs | |
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Attendance and Student Records | |
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The Cumulative Record | |
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The Use of Assessment Data to Improve Learning | |
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Evaluating Student Progress | |
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Purposes of Assessment | |
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Establishing Information Criteria | |
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Creating Effective Tests | |
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Components of a Testing Program | |
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Reporting to Parents and Families | |
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Difficulties in Grading | |
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Methods of Reporting Student Progress | |
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Extracurricular Activities | |
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Goals of Education | |
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Functions of Extracurricular Activities | |
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Special Education Services | |
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Related Services | |
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Due Process Protections | |
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Discipline | |
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Gifted Education | |
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Administrative Arrangements for Gifted Education Programs | |
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Definitions of Giftedness | |
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What Principals Can Do for Gifted Education | |
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Curriculum Models for Gifted Education | |
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Bilingual Education | |
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Program Descriptions | |
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Administrative Arrangements for Service Delivery of Bilingual Education | |
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Bilingual Education Models | |
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English as a Second Language Program Models | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Part III Case Study: Learning for All | |
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ELCC Standard 3 | |
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Organizational Structures | |
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Focusing Questions | |
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Key Concepts of Organizational Structure | |
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Job Specialization | |
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Departmentalization | |
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Delegation | |
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Decentralization | |
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Span of Management | |
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Line and Staff Positions | |
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Schools as Open Systems | |
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Inputs | |
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Transformation Process | |
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Outputs | |
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Feedback | |
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Leadership Functions | |
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Planning | |
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Organizing | |
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Leading | |
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Monitoring | |
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Administrative Roles | |
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Management Skills | |
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Conceptual Skills | |
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Human Skills | |
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Technical Skills | |
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Effective Principals | |
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Task Dimensions | |
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Human Resource Activities | |
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Behavioral Profiles of Effective Versus Successful Administrators | |
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The Demise of Bureaucracy | |
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Emergent Models of Organizational Structure | |
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System 4 Design | |
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Site-Based Management | |
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Transformational Leadership | |
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Synergistic Leadership Theory | |
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Total Quality Management | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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The Principal as Decision Maker | |
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Focusing Questions | |
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The Nature of Decision Making | |
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The Decision-Making Process | |
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Identifying the Problem | |
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Generating Alternatives | |
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Evaluating Alternatives | |
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Choosing an Alternative | |
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Implementing the Decision | |
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Evaluating Decision Effectiveness | |
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The Rational Decision Maker | |
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Assumptions of Rationality | |
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Limits to Rationality | |
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Shared Decision Making | |
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Advantages and Disadvantages of Shared Decision Making | |
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The Decision Tree Model | |
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The Decision Making-Pattern Choice Model | |
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The Synergistic Decision-Making Model | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Developing Effective Communications | |
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Focusing Questions | |
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The Communication Process | |
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Elements of the Communication Process | |
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Planning a School-wide Communications Program | |
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Organizational Communication | |
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Direction of Communication Flow | |
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Communication Networks | |
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Managing Communication | |
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Barriers to Communication | |
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Improving Communication Effectiveness | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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The Principal and Change | |
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Focusing Questions | |
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The Nature of Organizational Change | |
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Forces for Change | |
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Resistance to Change | |
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Overcoming Resistance to Change | |
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Understanding Resistance to Change | |
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Getting Reform Right: What Works and What Doesn't | |
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Managing Change | |
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The Principal as Change Agent | |
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The Change Process | |
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Key Principal Behaviors That Promote Successful School Change | |
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Change Strategies | |
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Process Strategies | |
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Structural Strategies | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Budgeting and School Facilities | |
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Focusing Questions | |
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School Budgeting | |
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Expenditures and Revenue | |
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The Budgeting Process | |
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Financial Controls | |
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Zero-Based Budgeting | |
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Planning-Programming-Budgeting Systems | |
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School Facilities Management | |
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School Infrastructure Costs | |
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Financing School Construction | |
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Environmental Hazards | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Creating Safe Schools | |
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Focusing Questions | |
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School Violence and Alcohol and Drug Use | |
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Creating a Safe Environment | |
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Research: School Violence and Alcohol and Drug Use | |
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Applying Research to Practice: Developing an Action Plan | |
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Predict School Violence | |
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Prevent School Violence | |
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Focus Resources on Schools | |
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Strengthen the System | |
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Develop a Crisis Management Plan | |
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Create an Orderly Climate for Learning | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Human Resource Management | |
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Focusing Questions | |
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The Human Resource Management Process | |
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Recruitment | |
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Job Analysis | |
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Legal Constraints | |
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Personnel Sources | |
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Teacher Recruitment Consortium | |
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Selection | |
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Interviews | |
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Components of a Good Interview Process | |
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Testing | |
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Assessment Centers | |
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Staff Development | |
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Assessing Staff Development Needs | |
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Setting Staff Development Objectives | |
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Selecting Staff Development Methods | |
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Evaluating the Staff Development Program | |
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Orientation and Induction of the Beginning Teacher | |
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Guidelines for Improving Support for Beginning Teachers | |
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Performance Appraisal | |
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Appraisal Techniques | |
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Common Rating Errors | |
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Modern Appraisal Techniques | |
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Supervision and Evaluation | |
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Improving Teacher Performance Appraisals | |
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Union-Management Relations | |
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The Importance of Good Union-Management Relations | |
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The Collective Bargaining Process | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Part IV Case Study: The New Math Program | |
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ELCC Standard 4 | |
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Community Relations | |
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Focusing Questions | |
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Principals as "Boundary Spanners" | |
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School, Family, and Community Involvement | |
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Principals Leading Community Efforts During Catastrophes | |
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Principals Leading School, Family, and Community Involvement | |
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More Family Involvement Information for Principals to Consider | |
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Principals, School-Community Relations, and Public Relations | |
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The Politics of Internal and External Publics | |
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Consideration of the Media and Community Relations | |
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NSPRA Standards for Educational Public Relations Programs | |
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Public Relations Plan | |
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The Four-Step Public Relations Process | |
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Public Relations Planning Process | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Part V Case Study: Building Bridges Again | |
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ELCC Standard 5 | |
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The Principal and Ethics | |
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Focusing Questions | |
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The Ethical Principal | |
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Principals and Philosophical Concepts of Ethics | |
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Rights | |
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Freedom | |
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Responsibility and Authority | |
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Duty | |
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Justice | |
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Equity | |
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Caring | |
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Character, Commitment, and Formality | |
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Conflict of Interest | |
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Loyalty | |
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Prudence | |
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Critique | |
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Profession | |
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Moral Imperative | |
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Principals and Ethical Behavior in Schools | |
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Principals Promoting Ethical Behavior in Athletic Programs | |
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Principals Promoting Ethical Behavior Through Character Education | |
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Policies and Procedures That Promote Ethical Behavior in Schools | |
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National and State Codes of Ethics for Principals | |
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National Ethical Codes | |
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State Codes | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Part VI Case Study: Tough Decisions | |
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ELCC Standard 6 | |
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Political and Policy Context | |
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Focusing Questions | |
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Society, Policy, and Politics | |
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Policy, Politics, and the Principal | |
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What Is a Policy? | |
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The Examination of Policy | |
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Conceptual Framework for Understanding Policy | |
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What Is Meant by Politics? | |
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Types of Educational Politics | |
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Politics in the District: Working With the Superintendent and Other External Forces | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Legal Issues | |
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Focusing Questions | |
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Legal Basis for Public Education | |
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Sources of Law | |
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Federal Level | |
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State Level | |
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Local Level | |
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The American Judicial System | |
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Federal Courts | |
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State Courts | |
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Schools and the State | |
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Compulsory School Attendance | |
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Church-State Relations | |
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State Aid to Private Schools | |
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School Fees | |
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The School Curriculum | |
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State-Mandated Performance Testing | |
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Students and the Law | |
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Freedom of Expression | |
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Student Appearance | |
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Extracurricular Activities | |
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Student Discipline | |
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Students With Disabilities | |
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Teachers and the Law | |
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Licensure and Certification | |
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Contracts | |
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Termination of Employment | |
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Discrimination in Employment | |
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Collective Bargaining | |
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Tort Liability | |
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Summary | |
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Field-Based Activities | |
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Suggested Readings | |
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Part VII Case Study: A Case for the Attorney | |
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References | |
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Name Index | |
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Subject Index | |