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Education is a profession filled with tension. Pressures to help
students achieve their potential come from all directions:
political, parents, students, teachers, administrators,
interpersonal, and intra-personal. The tensions experienced can
result in two distinct paths. The first path may take teachers and
administrators toward feelings of bewilderment, exhaustion,
frustration, and ultimately burnout. The second path can result in
rejuvenation. When on this path, tension can serve as a catalyst
for change, improved communication, and improved student engagement
and achievement. Coping With Tensions: A Catalyst for
Transformative Change for Teachers and Administrators explores why
some teachers, school leaders, and school organizations walk the
path of bewilderment and disillusionment, while others choose the
path of engagement.
Education is a profession filled with tension. Pressures to help
students achieve their potential come from all directions:
political, parents, students, teachers, administrators,
interpersonal, and intra-personal. The tensions experienced can
result in two distinct paths. The first path may take teachers and
administrators toward feelings of bewilderment, exhaustion,
frustration, and ultimately burnout. The second path can result in
rejuvenation. When on this path, tension can serve as a catalyst
for change, improved communication, and improved student engagement
and achievement. Coping With Tensions: A Catalyst for
Transformative Change for Teachers and Administrators explores why
some teachers, school leaders, and school organizations walk the
path of bewilderment and disillusionment, while others choose the
path of engagement.
For the past decade in the United States, elementary principals
have faced increased scrutiny. Student performance regardless of
student experiences, district funding practices, or societal
factors have been the responsibility of the principal. In a similar
fashion, teachers have been ridiculed and scorned. As a result,
principals are left trying to create positive school culture,
evaluate teacher performance, and guide and support professional
development initiatives. In the meantime, teachers in many ways do
not see themselves as professionals, do not feel that they have
autonomy in their classrooms, and as a result may not have the same
joy that they once had. The goal of this guide is to assist
principals and school leaders to cultivate a school culture where
the principal is positioned as the literacy leader. This guide will
support principals to address, define, and create a literacy
culture. Most importantly, provide insight to support principals in
their quest to becoming primary individual responsible for bringing
joy to teaching and learning as part of building school culture.
For the past decade in the United States, elementary principals
have faced increased scrutiny. Student performance regardless of
student experiences, district funding practices, or societal
factors have been the responsibility of the principal. In a similar
fashion, teachers have been ridiculed and scorned. As a result,
principals are left trying to create positive school culture,
evaluate teacher performance, and guide and support professional
development initiatives. In the meantime, teachers in many ways do
not see themselves as professionals, do not feel that they have
autonomy in their classrooms, and as a result may not have the same
joy that they once had. The goal of this guide is to assist
principals and school leaders to cultivate a school culture where
the principal is positioned as the literacy leader. This guide will
support principals to address, define, and create a literacy
culture. Most importantly, provide insight to support principals in
their quest to becoming primary individual responsible for bringing
joy to teaching and learning as part of building school culture.
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