Principals' Practices Regarding Teacher Participation in School Decision-making PDF Download
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Author: Karen Elizabeth Duke
Publisher:
ISBN:
Category :
Languages : en
Pages : 380
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Book Description
Author: Karen Elizabeth Duke
Publisher:
ISBN:
Category :
Languages : en
Pages : 380
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Book Description
Author: Naftaly S. Glasman
Publisher: Springer Science & Business Media
ISBN: 9400926693
Category : Education
Languages : en
Pages : 209
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Book Description
This book is about the practice of decision making by school principals and about ways to improve this practice by capitalizing on evaluation dimensions. Much has been written on decision making but surprisingly little on decision making in the school principalship. Much has been also written on evaluation as well as on evaluation and decision making, but not much has been written on evaluation in decision making, especially decision making in the principalship. This book presents two messages. One is that decision making in the principalship can be studied and improved and not only talked about in abstract terms. The other message is that evaluation can contribute to the understanding of decision making in the principalship and to the improvement of its practice. In this book we call for the conception of an evaluation-minded principal, a principal who has a wide perspective on the nature of evaluation and its potential benefits, a principal who is also inclined to use evaluation perceptions and techniques as part of his/her decision-making process. This book was conceived in 1985 with the idea to combine thoughts about educational administration with thoughts about educational evaluation. Studies of decision making in the principalship had already been on their way. We decided to await the findings, and in the meantime we wrote a first conceptual version of evaluation in decision making. As the studies were completed we wrote a first empirical version of same.
Author: Elizabeth C. Kruth
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 84
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Book Description
The purpose of this study was to identify leadership strategies employed by school principals that encourage teachers in collaborative decision making. This study provides an overview of literature on administrative styles and collaborative decision making among staff and recognizing that the expertise of teachers promotes shared governance and decision making as teacher input becomes valuable in creating a collegial environment. By completing an interview protocol with principals, several conclusions regarding principal leadership styles, teacher empowerment, and collaborative decision making surfaced as a result of the study. The findings in this study showed a significant correlation between leadership styles implemented by principals and teacher involvement in collaborative decision making. This study presents descriptive findings about collaborative decision making from the perspective of principals who encourage teacher participation in the decision making process regarding school wide issues. This research also noted that all principals studied used several strategies to involve teachers, in varying degrees, to implement shared governance structures and processes to enhance teacher empowerment. The research and results of this study supports the notion of the leadership style of a school administrator having a direct impact on the degree of teacher participation in decision making.
Author: Alex J. Bowers
Publisher: IAP
ISBN: 1623967880
Category : Education
Languages : en
Pages : 281
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Book Description
Our fifth book in the International Research on School Leadership series focuses on the use of data in schools and districts as useful information for leadership and decision making. Schools are awash in data and information, from test scores, to grades, to discipline reports, and attendance as just a short list of student information sources, while additional streams of data feed into schools and districts from teachers and parents as well as local, regional and national policy levels. To deal with the data, schools have implemented a variety of data practices, from data rooms, to data days, data walks, and data protocols. However, despite the flood of data, successful school leaders are leveraging an analysis of their school’s data as a means to bring about continuous improvement in an effort to improve instruction for all students. Nevertheless, some drown, some swim, while others find success. Our goal in this book volume is to bring together a set of chapters by authors who examine successful data use as it relates to leadership and school improvement. In particular, the chapters in this volume consider important issues in this domain, including: • How educational leaders use data to inform their practice. • What types of data and data analysis are most useful to successful school leaders. • To what extent are data driven and data informed practices helping school leaders positively change instructional practice? • In what ways does good data collection and analysis feed into successful continuous improvement and holistic systems thinking? • How have school leadership practices changed as more data and data analysis techniques have become available? • What are the major obstacles facing school leaders when using data for decision making and how do they overcome them?
Author: Michael George White
Publisher:
ISBN:
Category :
Languages : en
Pages : 730
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Book Description
Author: Christopher M. Clark
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages : 418
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Book Description
Author: Ellen B. Goldring
Publisher: Corwin
ISBN:
Category : Education
Languages : en
Pages : 204
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Book Description
This book explores the new roles required of principals of dynamic schools. The first chapter examines the following forces that shape principals' activities: teachers are becoming teacher-leaders; parents are more vocal and action-oriented advocates; student bodies are more diverse; the social and technological contexts of schools are more complex; and state and federal reform mandates are setting priorities. Chapter 2 develops the image of a dynamic school as the place where "principals-in-charge" work and describes the characteristics that define this type of principal. The next three chapters examine new roles for principals-in-charge: those of facilitator, balancer, and flag bearer and bridger. Respectively, these chapters: discuss the professional relationships that principals-in-charge develop to facilitate teacher leadership in dynamic schools; discuss how the principal-in-charge negotiates within the system hierarchy, and develop cooperative relationships with their superiors; and show how the principal-in-charge takes on the role of entrepreneur for the school in the community. Chapter 6 and 7 offer new approaches to assessing and preparing the principal-in-charge, pointing out that dynamic schools are evaluation-minded schools and discussing ways of enabling principals to maintain their momentum of continuous growth. The role of the principal-in-charge as a leader of change is discussed in the final chapter. Each chapter introduces a scenario that depicts the principal-in-charge of a dynamic school, presents empirical data and supporting literature, and offers chapter highlights. The appendix describes the methods used in the Classroom Alternative Process (CAP) study, the Least Restrictive Environment (LRE) study, the case study for the Coalition of Essential Schools, and the High School and Beyond (USDE, 1984) data set. (Contains 216 references.) (LMI)
Author: Dina Anderson Braddy
Publisher:
ISBN:
Category : School principals
Languages : en
Pages : 528
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Book Description
Author: Paula Ann White
Publisher:
ISBN:
Category :
Languages : en
Pages : 570
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Book Description
Author: Thomas J. Sergiovanni
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 394
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Book Description
/*0205457231,Sergiovanni, The Principalship 5e*/The Principalship focuses on how school leadership is based on reflective practice and moral authority. This book continues to emphasize school culture, standards, building community, and providing a moral basis for leadership as a means of navigating through contextual issues and constraints that principals routinely face. This edition aims to inform future principals about the decisions they will make about their practice and how those decisions will affect students and teachers. Extensively updated with new emphasis given to diversity as a part of community building, school character as an important ingredient in school effectiveness, new definitions of school effectiveness, and a new view of the process of change. The book's trademark emphasis on reflective practice is maintained and opportunities for reflection are provided throughout the book. The link between organizational character and school effectiveness is explored and emphasis is given to how organizational character can be established and maintained.
