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This resource calls on head teachers to create a viable,
sustainable school culture using the professional community,
organizational learning and trust to affect teaching and learning.
This addition to the Leadership for Learning series presents an
Intensification of Leadership approach that integrates teachers,
parents, and community members into a coherent team. The authors
examine schools that have achieved lasting cultural change and
present practical strategies for: "diagnosing and shaping a school
culture "revising leadership functions to broaden the
decision-making processes "rethinking organizational structures
"supporting continuous improvement while ensuring stability
Many headteachers feel they lack the personnel necessary to raise
student achievement to mandated levels. Yet, as school leaders seek
to improve educational outcomes, one of the most underutilized
groups remains student support professionals - the counsellors,
social workers, and nurses already on site. Karen Seashore Louis
and Molly F. Gordon offer a practical approach to creating a fully
integrated student support community that contributes to increasing
achievement levels. Incorporating research and practical strategies
into a broader paradigm of leadership, they offer directives for
implementing reform initiatives and rigorously assessing their
effectiveness. Bridging theory and practice, this book provides: o
An examination of emerging models linking student support programs
and academic achievement o Guidelines and resources for overcoming
barriers to reform o Exercises and suggestions to help start the
change process o Case studies of principals who have successfully
integrated their student support services o An expanded
comprehensive support model (CSP) that considers the
multi-professional nature of student support activities
Reorganizing existing resources is the most efficient path to
school reform. Rather than limiting the counsellor or social
worker's role, use it to form a comprehensive support program to
help improve school achievement!
School-based professional community is a concept that portrays
teachers as working together towards a set of shared goals of
improved professionalism for themselves and increased learning
opportunities for students. Attempts to put this into practice in
urban schools in the United States have met with varying degrees of
success. Using case studies, the contributors to this book examine
the reasons for this inconsistency, focusing on the structural,
social and human relations conditions of schooling.
Understand the dynamics of change and the uniquely evolving role principals play in school reform.
This volume examines how the work of principals is being reshaped
by transformational reform measures, as well as how the principals
themselves are shaping initiatives. The authors explore the
challenges and possiblities for principals in restructuring
schools, and analyze nine case studies which highlight the changing
role of the principal.
Part of a groundbreaking 7-book series, co-developed by Learning
Forward and Corwin, this book closes the "knowing-doing" gap by
guiding educational leaders through the process for implementing
the Learning Forward Standard for Professional Learning:
Leadership. Tackling the Leadership standard, it provides: Original
essays written by leading experts in the field to promote deeper
understandings of the meaning of the Leadership standard An array
of templates, tools, and protocols to help you design and delivery
quality professional learning in your own district or school Case
studies of districts "getting it right" and educators who have
realized the promise of effective professional learning.
This resource calls on head teachers to create a viable,
sustainable school culture using the professional community,
organizational learning and trust to affect teaching and learning.
This addition to the Leadership for Learning series presents an
Intensification of Leadership approach that integrates teachers,
parents, and community members into a coherent team. The authors
examine schools that have achieved lasting cultural change and
present practical strategies for: "diagnosing and shaping a school
culture "revising leadership functions to broaden the
decision-making processes "rethinking organizational structures
"supporting continuous improvement while ensuring stability
Many headteachers feel they lack the personnel necessary to raise
student achievement to mandated levels. Yet, as school leaders seek
to improve educational outcomes, one of the most underutilized
groups remains student support professionals - the counsellors,
social workers, and nurses already on site. Karen Seashore Louis
and Molly F. Gordon offer a practical approach to creating a fully
integrated student support community that contributes to increasing
achievement levels. Incorporating research and practical strategies
into a broader paradigm of leadership, they offer directives for
implementing reform initiatives and rigorously assessing their
effectiveness. Bridging theory and practice, this book provides: o
An examination of emerging models linking student support programs
and academic achievement o Guidelines and resources for overcoming
barriers to reform o Exercises and suggestions to help start the
change process o Case studies of principals who have successfully
integrated their student support services o An expanded
comprehensive support model (CSP) that considers the
multi-professional nature of student support activities
Reorganizing existing resources is the most efficient path to
school reform. Rather than limiting the counsellor or social
worker's role, use it to form a comprehensive support program to
help improve school achievement!
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