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| About the Author | |
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| Introduction | |
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| Introduction to the Second Edition | |
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| Why Look at Great? | |
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| Studying Effective Principals | |
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| It's People, Not Programs | |
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| Two Ways to Improve Our Schools | |
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| How Open Classrooms Got Started | |
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| Assertive Discipline: The Problem or the Solution? | |
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| Individual Teacher Development | |
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| Rewards: Punishment or Encouragement? | |
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| Develop an Accurate Sense of Self | |
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| Is Your Door Open? | |
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| Self-Awareness Is a Skill | |
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| The Ice Cream Truck | |
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| How Attuned Are You? | |
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| Faculty Meeting Feedback | |
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| Listen to the Best | |
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| The Gift of Confidence | |
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| Who Is the Variable? | |
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| Who Is the Variable in the Classroom? | |
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| What If the Students Do Poorly? | |
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| Hey, Who's Responsible for This School? | |
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| Are High Expectations Important? | |
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| How Do We Deal with the Demands of Others? | |
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| Treat Everyone with Respect, Every Day, All the Time | |
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| We Never Forget That One Time | |
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| Twenty-Four Students on the Side of the Teacher | |
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| Perception Becomes Reality-One Way or Another | |
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| Take a Positive Approach Each Day | |
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| Too Much Nice | |
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| Be the Filter | |
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| How Is Your Day Going? | |
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| The Sense of Calm | |
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| The Angry Parent | |
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| Raise Those Test Scores! | |
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| When the Principal Sneezes | |
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| Stop the Thumping! | |
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| The One Goal of Every Faculty Meeting | |
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| "This Is the Worst Group of Kids We've Ever Had" | |
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| Teach the Teachers | |
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| Teachers Do the Best They Know How | |
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| The Test Score Dilemma | |
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| The Poor Lecturer | |
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| Model Effective Interactions | |
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| We Can't Teach from the Office | |
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| Get Teachers into Each Other's Classrooms | |
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| The Talent Exchange | |
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| Hire Great Teachers | |
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| The Great Principal's Goal | |
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| Wanted: Leaders! | |
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| Hire for Talent | |
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| Experience Is Not the Best Teacher; the Best Teacher Is the Best Teacher | |
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| There Is No Pecking Order | |
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| Start Induction at the Interview | |
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| Understand the Dynamics of Change | |
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| Culture and Change | |
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| Classroom Culture | |
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| Climate Change | |
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| My Dear Aunt Sally | |
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| What Happened? | |
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| How the Best Teachers View Change | |
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| Challenges versus Opportunities | |
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| Never Even See the "Before" | |
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| Standardized Testing | |
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| Without Success, Tests Become the School | |
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| Keep Testing in Perspective | |
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| Focus on Behavior, Then Focus on Beliefs | |
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| Understand Incentives | |
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| Let's Call Those Parents | |
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| Let's Praise Those Students | |
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| Let's Improve Those Instructional Practices | |
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| Loyal to Whom? | |
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| Loyalty to the Students | |
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| What Is Best for the Student(s)? | |
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| What Is Best for the School? | |
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| Base Every Decision on Your Best Teachers | |
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| What Will Your Best Teachers Think? | |
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| Implementing a New Idea | |
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| The Best Teachers Will Be "Fine" No Matter What | |
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| Hey, I Said One Box of Paper Clips! | |
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| The Principal's Pet | |
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| In Every Situation, Ask Who Is Most Comfortable and Who Is Least Comfortable | |
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| Treat Everyone As If They Were Good | |
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| Uncomfortable Feelings Make People Change-One Way or Another | |
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| Pay for Performance | |
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| Understand the High Achievers | |
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| Ignore Minor Errors | |
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| Autonomy and Recognition | |
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| Teacher Evaluations | |
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| What About Burnout? | |
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| Make It Cool to Care | |
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| Having a "Cool" School | |
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| The Great Teacher | |
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| Merry Christmas, Everyone! | |
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| Who Are the Legends? | |
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| Touch the Emotional Side | |
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| Don't Need to Repair-Always Do Repair | |
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| Some Never Need to Repair-But Always Do | |
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| Some Always Need to Repair-But Never Do | |
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| I Am Sorry That Happened | |
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| The Highway Patrol | |
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| Deal with Negative or Ineffective Staff Members | |
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| We All Have Them | |
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| The Best Teachers Know | |
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| You Are Not a Miracle Worker | |
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| Adults Behaving Like Children | |
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| The Opening Session | |
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| Make Your Presence Matter | |
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| Day by Day, in Every Way | |
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| Out from Behind the Desk | |
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| The Walkthrough | |
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| Nicely Done | |
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| Go for What Matters | |
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| There Isn't Anyone Else | |
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| "Avoid" Is Not a Strategy | |
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| Set Expectations at the Start of the Year | |
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| We Are Still Undefeated | |
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| Why Every Year? | |
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| Teacher Expectations for Classroom Management | |
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| Clarify Your Core | |
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| Eighteen Things That Matter Most | |
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| References | |