Empowering Teachers: What Successful Principals DoThe 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 54
Goals - The mission of the shared governance council centers on instructional improvement , although significant time may be devoted to structural and administrative matters of con- cern during the early stages of the initiative .
Goals - The mission of the shared governance council centers on instructional improvement , although significant time may be devoted to structural and administrative matters of con- cern during the early stages of the initiative .
Side 88
Lack of intrusion — that is , freedom from intrusion - and wide discretion in instructional matters - that is , freedom to determine one's own course ( Rosenholtz , 1989 ) —have been linked with principal effectiveness elsewhere ( Blase ...
Lack of intrusion — that is , freedom from intrusion - and wide discretion in instructional matters - that is , freedom to determine one's own course ( Rosenholtz , 1989 ) —have been linked with principal effectiveness elsewhere ( Blase ...
Side 153
In contrast , shared governance principals , according to our study , see themselves as academic leaders ; they are invested in instructional matters and consider all teachers as leaders and themselves as colleague - teachers .
In contrast , shared governance principals , according to our study , see themselves as academic leaders ; they are invested in instructional matters and consider all teachers as leaders and themselves as colleague - teachers .
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Innhold
Sharing Governance | 1 |
Teachers 21 2233 | 21 |
Creating InstructionOriented Structures | 41 |
Opphavsrett | |
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Empowering Teachers: What Successful Principals Do Joseph Blase,Rebajo R. Blase Begrenset visning - 2001 |
Empowering Teachers: What Successful Principals Do Joseph Blase,Jo Blase Ingen forhåndsvisning tilgjengelig - 2000 |
Vanlige uttrykk og setninger
action research activities American Educational Research approach Association auton autonomy and innovation Blase & Blase Bredeson building trust Chapter characteristics classroom collaboration collegial commitment conflict considered council curriculum democratic discussed educa Educational Administration Quarterly effective efforts empowered teachers encouraged teachers enhance facilitating facilitative-democratic leadership faculty and staff feel focus Gary Anderson Glickman goals ideas instructional leadership issues Johari window leaders leadership behaviors League of Professional ment nance opportunities organizational parents participation participative decision Pinckneyville practice principal's problem solving profes Professional Schools programs reflection restructuring rewards risk role Runkel school improvement school-based schoolwide sense of empowerment Sergiovanni shared decision shared governance initiative shared governance principals shared governance schools shared governance structures skills staff development staff members Starratt strategies successful principals successful shared governance teacher empowerment teaching and learning Thousand Oaks tion tional University of Georgia vision
Bibliografisk informasjon
| Tittel | Empowering Teachers: What Successful Principals Do |
| Forfatter | Joseph Blase |
| Utgave | 2, illustrert |
| Utgiver | SAGE Publications, 2001 |
| Original fra | University of Michigan |
| Digitalisert | 25. jan 2010 |
| ISBN | 0761977325, 9780761977322 |
| Lengde | 201 sider |
| Eksporter sitat | BiBTeX EndNote RefMan |