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Foreword | |
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Preface | |
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Acknowledgments | |
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About the Authors | |
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The Principal's Many Roles | |
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Leader as Learner | |
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Principal as Lifelong Learner | |
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Learning in Many Contexts | |
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The School as a Powerful Context for Learning | |
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A Global Perspective | |
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When Old and New Ideas Converge | |
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Leader as Manager | |
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Good Leadership Requires Effective Management | |
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Management Responsibilities and Strategies | |
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Crisis Management Planning | |
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A Final Observation Regarding School Management | |
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Leader as Shaper of School Culture | |
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Core Beliefs and Values Are the Heart of Culture | |
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The Physical Environment Reflects Core Values | |
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Rituals Display Core Values and Call Attention to What Is Important | |
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Celebrations Call Attention to What Is Important | |
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How People Spend Time Reflects Core Values | |
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Norms Are the Unwritten Rules of Culture | |
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Powerful Stories Communicate and Reinforce Cultural Values | |
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Reading, Transforming, or Shaping a Culture | |
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Final Thoughts on Culture | |
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Critical Skills for Effective Leadership | |
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The Art of Human Relations: Getting the Job Done | |
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Task and Relationship Behaviors | |
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Differentiated Support | |
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Personality Styles | |
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Recommendations for Skillful Human Relations | |
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The Role of Emotions in the Organization: Remembering the Heart | |
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Managing Time | |
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Brevity, Fragmentation, and Variety | |
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Techniques for Time Management | |
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Managing Bifocally | |
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Multi-Tasking: A Modern Day Solution or Hazard? | |
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Final Thoughts on Using Time | |
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Effectively Working With the Central Office and Other Schools: Forging Success Through Collaboration | |
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Caught in the Middle | |
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How Is the School District Governed? | |
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Communication Between the School and the Central Office | |
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Management Tips for Working With the Central Office | |
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Maintaining a Strong Relationship Between the Central Office and the School | |
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Forging a School and Central Office Partnership: Putting Staff and Student Learning First | |
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Honoring the School's Mission | |
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Understanding, Planning, and Implementing Change | |
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Change Brings Loss and Resistance | |
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Influencing Individuals and the Institution | |
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Building Trust for Successful Change | |
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Conflict Can Contribute to Positive Change | |
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Strategies to Promote Trust | |
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Classical Insights Regarding Change and Continuous Improvement | |
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Three Phases of Change | |
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A Look at Change From the Individual's Perspective | |
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Stages of Concern | |
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Some Final Thoughts on Change | |
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Building a Vision and a Mission Together | |
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Why Have a School Vision and Mission? | |
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School Activities That Highlight the Mission | |
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Joint Administrative and Faculty Mission Statement | |
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Mission-Building Activity | |
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Developing Yearly School Improvement Goals to Accomplish the Mission | |
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Working Together to Build a Learning Organization | |
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Enhancing Teacher Growth Through Supervision and Evaluation Practices Designed to Promote Student Learning | |
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Issues and Dilemmas | |
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Essential Ingredients for Successful Supervision | |
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Effective Instructional Strategies | |
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Brain-Compatible Teaching Practices | |
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Increasing Teacher and Administrative Reflection Through Clinical Supervision | |
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Tips for Conferencing and Observing | |
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Walkthroughs, Snapshots, or Drive-Bys | |
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Guidelines Related to Evaluation and Legal Concerns | |
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Final Thoughts on Supervision and Evaluation | |
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Maximizing Feedback About Teaching: Differentiated Professional Growth Options | |
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Reflections on Feedback | |
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Moving Toward Collaborative Feedback | |
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Differentiated Professional Growth Options: How the System Works | |
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Sources of Feedback: Categories and Approaches | |
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Self-Assessment: Establishing Benchmarks of Progress | |
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Individual Reflection and Institutional Renewal | |
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Building a Collaborative School: The Power of Teacher Leadership and Community | |
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Portrait of a Collaborative School: The Professional Learning Community | |
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An Image of Reality | |
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The Case for Collaboration | |
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Moving Toward Collaboration | |
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Necessary Conditions for a Collaborative School | |
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A Spectrum of Activities | |
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Teacher Leadership and the Collaborative School | |
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The Principal and Collaboration | |
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Some Final Thoughts on Collaboration | |
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Fueling the Learning Organization Through Professional Development | |
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Why Professional Development? | |
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Professional Development Defined | |
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Creating an Atmosphere for Professional Development to Thrive: Some Guidelines | |
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Planning a Peer-Coaching Program | |
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Facilitating the Individual's Professional Development Experience | |
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The Big Picture | |
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Faculty Meetings: A Tool for Capacity Building | |
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Faculty Meetings as Learning Opportunities | |
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The School Mission and Faculty Meetings | |
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Increasing the Teachers' Roles in Faculty Meetings | |
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Some Successful Faculty Meeting Strategies | |
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A Final Thought | |
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Asking the Right Questions About Curriculum, Instruction, and Assessment: Getting to Know the C.I.A. | |
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Keeping the Curriculum Relevant | |
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Asking the Right Questions | |
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Continuing the Curriculum Discussion | |
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Starting Effectively and Staying the Course | |
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First Days of School | |
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Logistical Concerns | |
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Beginning-of-the-Year Faculty Meetings Set a Tone | |
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Departmental and Grade-Level Meetings | |
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Orienting Teachers Who Are New to the School | |
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Teacher Time in the Classroom | |
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Welcoming Students and Parents | |
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Be Visible on the First Days of School | |
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Tips: Ideas That Work and Align With the School's Mission | |
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Organizing Your Time | |
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Making Record Keeping Easier | |
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Additional Helpful Ideas to Stay On Task | |
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Tips on Using Technology to Enhance a Principal's Performance | |
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Providing Experiences to Celebrate the School's Culture | |
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Tips on Opening a New School | |
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Practical Guidelines for Preparing Printed Materials for Internal and External School Community Members | |
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Using Tips in Your Setting | |
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Understanding Your Constituencies | |
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Working With Parents and Partnering With the Greater Community | |
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Effectively Communicating With Parents | |
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Building Bridges With the Parent Community | |
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Additional Ways to Bring Parents and Community Members Into School | |
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Broadening School Support and Partnerships | |
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Community-Based Organizations | |
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Seeking School Support Through Educational Grants | |
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Reaching Out and Working With the Media | |
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A Reflection on Partnering With Parents and the Community | |
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Making a Difference for Students: The Heart of the School | |
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Social Justice and the Challenge of Excellence and Equality | |
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"Those Kids" and Their Stories | |
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The Right to Be a Child and to Make Mistakes | |
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Maximizing Opportunities for Students With Disabilities | |
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Structuring Student Success | |
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Discipline Guidelines | |
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Effective Classroom Management: Handling Disciplinary Problems | |
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Reducing Bullying Behavior | |
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Cyberbullying and Social Responsibility | |
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The High School Dropout Crisis | |
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Student and Teacher Resiliency | |
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Final Thoughts on "Those Kids" | |
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The Principal's Professional and Personal Worlds | |
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The Newcomer to the Principalship | |
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Problems That Challenge New Principals | |
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A Profile of the New Principal | |
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Helping Prospective and New Principals Make the Grade | |
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Practical Suggestions for Newcomers | |
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Final Thoughts on the Newcomer Experience | |
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Taking Care of Yourself | |
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The Selfish Nature of Martyrdom | |
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Taking Control of Your Schedule to Care for Yourself | |
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A Personal Mission Statement | |
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Gaining Perspective by Spending Time With Students | |
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Body and Mind: Healthy and Ill Together | |
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Maintaining Institutional and Individual Balance | |
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Keeping the Professional Candle Lit | |
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Institutionalizing Professional Growth Activities | |
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Reflection as a Tool | |
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A Principal's Portfolio | |
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Other Growth Opportunities | |
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Reflections on the Principalship | |
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Serving the School Community | |
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Where Do We Go From Here? | |
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The Good School | |
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Take Time to Smell the Roses | |
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References and Additional Readings | |
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Index | |