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 xii
... growth we desired . As the workshop progressed , we came to understand the premises and the signifi- cance of the shared governance restructuring effort , and we realized that this model was exactly what we needed . A week later , we ...
... growth we desired . As the workshop progressed , we came to understand the premises and the signifi- cance of the shared governance restructuring effort , and we realized that this model was exactly what we needed . A week later , we ...
Side xviii
... growth and development . In The Predictable Failure of Educational Re- form ( 1990 ) , Seymour Sarason states , Whatever factors , variables , and ambience are conducive for the growth , development , and self - regard of a school's ...
... growth and development . In The Predictable Failure of Educational Re- form ( 1990 ) , Seymour Sarason states , Whatever factors , variables , and ambience are conducive for the growth , development , and self - regard of a school's ...
Side 200
... growth and , 75 See also Strategic support ; Teacher professional growth programs Teacher dissatisfaction , 126-127 Teacher empowerment , 2-4 , 154- 155 , 163-164 ability to act , 17 affective dimension , 142 as form of facilitative ...
... growth and , 75 See also Strategic support ; Teacher professional growth programs Teacher dissatisfaction , 126-127 Teacher empowerment , 2-4 , 154- 155 , 163-164 ability to act , 17 affective dimension , 142 as form of facilitative ...
Innhold
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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