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