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 36
... professional abilities in many of the same ways described by Blase and Kirby ( 2000 ) . They granted professional autonomy , particularly in instructional mat- ters , and they used more proactive strategies such as conveying ex ...
... professional abilities in many of the same ways described by Blase and Kirby ( 2000 ) . They granted professional autonomy , particularly in instructional mat- ters , and they used more proactive strategies such as conveying ex ...
Side 67
... professional to make deci- sions concerning our school . My behavior could be described as confident . I feel more professional because I am being treated more professionally . The staff was always treated with respect and because of ...
... professional to make deci- sions concerning our school . My behavior could be described as confident . I feel more professional because I am being treated more professionally . The staff was always treated with respect and because of ...
Side 81
... professional de- velopment , current professional literature , and additional support in the form of basic resources when possible . They also make them- selves available to teachers to talk and share thoughts about teach- ing .
... professional de- velopment , current professional literature , and additional support in the form of basic resources when possible . They also make them- selves available to teachers to talk and share thoughts about teach- ing .
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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action research activities Administration Quarterly American Educational Research annual meeting approach Blase & Blase brainstorming Bredeson characteristics classroom collaboration collegial commitment confidence council Curriculum democratic discussed educa Educational Administration Educational Administration Quarterly efforts empowered teachers encouraged teachers enhance facilitating facilitative-democratic leadership faculty and staff feel focus Glickman goals ideas initiative instructional leadership involvement Jossey-Bass leaders leadership behaviors League of Professional Leithwood listens Local school council ment nance organizational Paper presented parents participation participative decision perspectives practice praise principal's problem solving profes Professional Schools programs reflection reform restructuring rewards risk role Runkel San Francisco school-based schoolwide sense of empowerment Sergiovanni shared decision shared governance principals shared governance schools shared governance structures skills staff development staff members Starratt strategies successful shared governance teacher empowerment Teachers College Press teaching and learning Thousand Oaks tion tional tive trust vision York