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Author: Charles Mojkowski
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 84
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Book Description
Author: Charles Mojkowski
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 84
Get Book Here
Book Description
Author: American Association of School Administrators
Publisher:
ISBN:
Category : Leadership
Languages : en
Pages : 78
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Book Description
Author: Charles Mojowski
Publisher: Amer Assn School Administrator
ISBN: 9780876521687
Category : Education
Languages : en
Pages : 72
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Book Description
Author: Charles Mojkowski
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 72
Get Book Here
Book Description
Author: Charles Mojkowski
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 84
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Book Description
Author:
Publisher:
ISBN:
Category : High school principals
Languages : en
Pages : 21
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Book Description
Author: Desmond Blackburn
Publisher: iUniverse
ISBN: 0595528260
Category : Education
Languages : en
Pages : 90
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Book Description
While many factors influence the success rate of schools, none are more influential than the impact of effective local school leadership by way of a principal. Socio-Cultural Leadership suggests many aspects that impact effective school leadership; however none are more substantial than the following tenets of Socio-Cultural Leadership: As the instructional leader, the principal must supervise and evaluate instruction to make sure that students are given optimal learning opportunities. As the emotional leader, the principal must ensure that teachers are intellectually equipped, emotionally stimulated, and encouraged to assume decision-making positions of leadership in schools to increase student achievement. As a community leader, the principal must inspire and/or provide incentives for student-centered communal learning. As the facilitator of culture, the principal must also realize the limitations of leadership on student achievement and begin to shape and reshape school culture. Socio-Cultural Leadership is the result of a four-year-long immersion into school improvement efforts from around the world, not to mention my own experiences as a teacher, assistant principal, principal, district trainer, director of school improvement, and adjunct professor.
Author: Sally N. Clark
Publisher: State University of New York Press
ISBN: 0791499197
Category : Education
Languages : en
Pages : 354
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Book Description
This book provides middle level teachers and administrators with a rich resource on restructuring schools to help young adolescents achieve intellectual, social, and emotional success. It is a comprehensive volume that describes the leadership knowledge bases, skills, processes, and attitudes necessary for successful middle level school restructuring. Major themes in the book include: trends and issues in middle level schools; characteristics of young adolescents; middle level curriculum; instruction and assessment; successful middle level school programs; leadership skills and collaborative decision-making; school restructuring; staff development; program evaluation; and maintaining a climate for change.
Author: David T. Conley
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 44
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Book Description
Author: Diana G. Pounder
Publisher: State University of New York Press
ISBN: 1438416407
Category : Education
Languages : en
Pages : 200
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Book Description
This book provides a more comprehensive discussion of collaborative school efforts than any other single source currently available. Specifically, multiple disciplinary perspectives are presented, addressing the complexity or "promises and pitfalls" of school collaboration efforts. The book is organized in terms of major considerations in school collaboration initiatives—the organizational structure; the change process; inter-agency and intra-school collaborative efforts; and implications for instruction, leadership, and leadership preparation. Also, the book informs the design of educator preparation programs emphasizing collaborative schools and cross-disciplinary teaching. The chapters address many issues regarding school collaboration, such as which organizational structures will enhance collaborative efforts; which change processes are important in building school collaboration; the costs (in effort, energy, time, or other resources) of collaborating with other external agencies; how teachers' work can be redesigned to enhance collaboration between teachers and the anticipated outcomes for teachers and students; how educators can overcome their separate role socializations to build collaborative work relationships within schools; and the implications of school collaboration for teaching and learning, school leadership, and leadership preparation. The closing chapter offers five synthesizing issues or dilemmas for school collaboration.
