Empowering Teachers: What Successful Principals DoSAGE Publications, 2001 - 201 sider The ideas presented in this book are drawn from a study of highly successful principals of schools affiliated with the League of Professional Schools. Chapter 1, "Sharing Governance," presents an overview of the literature on professional development and a description of the study. Chapter 2, "Trusting the Experts: Teachers," focuses on trust as the foundation for shared governance and teacher empowerment. Chapter 3, "Creating Instruction-Oriented Structures That Help Teachers Do Their Best," examines the importance of structuring schools to encourage teacher collaboration and access to decision making. Chapter 4, "A Cornucopia of Supportive Resources," explores how principals use resources such as staff development to enhance teachers' instructional capabilities. Chapter 5,"Encouraging Autonomy and Innovation," reviews extending autonomy and encouraging innovation as strategies to enhance instructional capabilities. Chapter 6, "Modeling Personal Dimensions," highlights the effects of such personal characteristics of principals as optimism, caring, honesty, friendliness, and enthusiasm. Chapter 7, "About Risk and Threat," argues for reducing risk and threat to teachers. Chapter 8, "Valuing and Rewarding Good Work," explains the benefits of rewarding teachers. Chapter 9, "Helping Solve Problems," discusses the importance of adopting a problem-solving orientation. Chapter 10, "Providing Leadership That Is Facilitative and Democratic," presents a portrait of a successful shared-governance principal and considers the future of instruction-oriented, facilitative-democratic leadership in schools. (Contains approximately 300 references.) (TEJ) |
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Side 15
... Professional Schools , educators in participating schools in our study avoided some of the pitfalls noted above . Awareness of factors crucial to aca- demic improvement is reflected in Calhoun and Allen's ( 1994 ) re- port about the ...
... Professional Schools , educators in participating schools in our study avoided some of the pitfalls noted above . Awareness of factors crucial to aca- demic improvement is reflected in Calhoun and Allen's ( 1994 ) re- port about the ...
Side 29
... Professional Culture in Schools ( Lieberman 1988a ) , Lieberman , Saxl , and Miles ( 1988 ) discuss the dilemma of teacher- leaders who work in restructured schools . Interestingly , the combi- nation of being a colleague and also being ...
... Professional Culture in Schools ( Lieberman 1988a ) , Lieberman , Saxl , and Miles ( 1988 ) discuss the dilemma of teacher- leaders who work in restructured schools . Interestingly , the combi- nation of being a colleague and also being ...
Side 168
... schools - all of which had been members of the League of Professional Schools since its in- ception in 1990. Teacher participation in this study was voluntary . One teacher in each of these schools administered the questionnaire to ...
... schools - all of which had been members of the League of Professional Schools since its in- ception in 1990. Teacher participation in this study was voluntary . One teacher in each of these schools administered the questionnaire to ...
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Sharing Governance | 1 |
Teachers | 21 |
Creating InstructionOriented Structures | 41 |
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Empowering Teachers: What Successful Principals Do Joseph Blase,Jo Blase Ingen forhåndsvisning tilgjengelig - 2000 |
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