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 88
... teachers in their ability to handle the complex human contingencies that com- prise teaching ? How can principals unlock the potential and confi- dence of teachers ? What can they do to help teachers respond to the ambiguity and ...
... teachers in their ability to handle the complex human contingencies that com- prise teaching ? How can principals unlock the potential and confi- dence of teachers ? What can they do to help teachers respond to the ambiguity and ...
Side 122
... teachers should be compensated and rec- ognized for contributions to organizational performance ( e.g. , mentoring a new teacher ) . With many teachers leaving the profession ( or indicating an in- terest in doing so ) every year ...
... teachers should be compensated and rec- ognized for contributions to organizational performance ( e.g. , mentoring a new teacher ) . With many teachers leaving the profession ( or indicating an in- terest in doing so ) every year ...
Side 169
... teachers ( n = 72 ) participated . The average age of teachers was 38 ; the average number of years in teaching was 12. Of the sam- ple , 213 were tenured teachers and 72 were nontenured . Married ( n = 213 ) , single ( n = 52 ) , and ...
... teachers ( n = 72 ) participated . The average age of teachers was 38 ; the average number of years in teaching was 12. Of the sam- ple , 213 were tenured teachers and 72 were nontenured . Married ( n = 213 ) , single ( n = 52 ) , and ...
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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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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