The Principal's Companion; Strategies for Making the Job Easier
ISBN: 9781412965507 | 1412965500
Edition: 3rdFormat: Paperback
Publisher: Corwin Pr
Pub. Date: 2/27/2009
Why Rent from Knetbooks?
Because Knetbooks knows college students. Our rental program is designed to save you time and money. Whether you need a textbook for a semester, quarter or even a summer session, we have an option for you. Simply select a rental period, enter your information and your book will be on its way!
Top 5 reasons to order all your textbooks from Knetbooks:
- We have the lowest prices on thousands of popular textbooks
- Free shipping both ways on ALL orders
- Most orders ship within 48 hours
- Need your book longer than expected? Extending your rental is simple
- Our customer support team is always here to help
This third edition of the bestseller by Pam Robbins and Harvey B. Alvy serves as a personal mentor for principals and provides ideas, approaches, strategies, resources, tools, techniques, and reflective opportunities to help practicing and aspiring administrators facilitate educational improvement. Principals will find guidance in such critical areas as leadership skills, developing vision and mission, teacher evaluation and supervision, curriculum, technology use, conducting faculty meetings, and more. The revised edition reflects changes taking place within a wide range of educational issues, including: Data-driven decision making and high stakes accountability Shaping school cultures to promote professional learning communities Instructional implications of brain research Social justice Social and emotional learning Examining the high school dropout crisis Ethical leadership Cyberbullying and social responsibility Federal legislation and its effect on instructional practices
| 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 | |
| ... MORE | |
| 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. |
Please wait while this item is added to your cart...
