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This book offers 50 easy-to-read strategies for managing conflicts
in your school involving students, parents, and teachers.
Individually, these strategies provide specific insights into
conflict resolution, reduction, and management. As a whole, the 50
strategies provide a comprehensive method to lead constructive
change in your school. With quotes, examples, and reflection
questions, this book offers ideas that help you lead with
confidence.
It is only through effective leadership actions that principals can
become outstanding leaders. By building relationships that value
all stakeholders-including teachers, students, parents, and
community members-your actions will lead to a thriving school. This
book provides you with the tools for emphasizing shared purpose,
caring, integrity, and honesty so you can Build Relationships with
Actions that Value Others. In this updated edition, you'll find out
how to: Establish trusting relationship based on mutual support,
respect, and empowerment. Demonstrate cultural responsiveness by
embracing diversity and integrating multicultural awareness
throughout the curriculum. Employ creative concern-solving
strategies and address conflicts with students, parents, and staff.
Develop a learning culture to nurture student and teacher
achievement. Each chapter concludes with a set of review questions
to help you to reflect, evaluate, and improve upon your leadership
skills. Filled with suggestions for actions that you can apply
today, this book shows you how to become a BRAVO Principal!
This book shows school leaders how they can infuse their daily
practice with an examination of the actions they take to improve
their schools. It identifies eight steps that inform the school
improvement process and boost student achievement. These steps
provide a framework for examining school improvement as part of a
genuine process with meaning and value for all those involved.
This book shows school leaders how they can infuse their daily
practice with an examination of the actions they take to improve
their schools. It identifies eight steps that inform the school
improvement process and boost student achievement.
These steps provide a framework for examining school improvement
as part of a genuine process with meaning and value for all those
involved.
As they wrestle with today s rules, regulations and high-stakes
testing, our best teachers never forget that strong, positive
relationships are at the core of student success. This book shows
us how to build relationships with students, parents, and
co-workers to create the kind of learning environments where all
students achieve success.
This hands-on guide is a valuable resource for both current and
aspiring school leaders. Written in short, easy-to-read chapters,
The Trust Factor, 2nd Edition presents real-world examples and
relevant research to help you develop the essential skills you need
for building trust with staff, teachers, students, and parents. The
Trust Factor provides updated versions of over 50 practical
strategies that will help you learn to: Recognize and avoid
behaviors that damage trust Repair trust when it has been broken
Navigate challenging situations, such as teacher evaluations,
student discipline, parent complaints, or scarce resources
Establish and sustain trust with faculty, staff, students, and
community Approach social media in a way that builds trust with the
community. The guidance in this book is explained with simple,
easy-to-implement steps you can apply immediately to your own
practice, and are accompanied by reflection questions and
self-assessment tools to help practicing or aspiring educational
leaders succeed.
This book offers 50 easy-to-read strategies for managing conflicts
in your school involving students, parents, and teachers.
Individually, these strategies provide specific insights into
conflict resolution, reduction, and management. As a whole, the 50
strategies provide a comprehensive method to lead constructive
change in your school. With quotes, examples, and reflection
questions, this book offers ideas that help you lead with
confidence.
It is only through effective leadership actions that principals can
become outstanding leaders. By building relationships that value
all stakeholders-including teachers, students, parents, and
community members-your actions will lead to a thriving school. This
book provides you with the tools for emphasizing shared purpose,
caring, integrity, and honesty so you can Build Relationships with
Actions that Value Others. In this updated edition, you'll find out
how to: Establish trusting relationship based on mutual support,
respect, and empowerment. Demonstrate cultural responsiveness by
embracing diversity and integrating multicultural awareness
throughout the curriculum. Employ creative concern-solving
strategies and address conflicts with students, parents, and staff.
Develop a learning culture to nurture student and teacher
achievement. Each chapter concludes with a set of review questions
to help you to reflect, evaluate, and improve upon your leadership
skills. Filled with suggestions for actions that you can apply
today, this book shows you how to become a BRAVO Principal!
This hands-on guide is a valuable resource for both current and
aspiring school leaders. Written in short, easy-to-read chapters,
The Trust Factor, 2nd Edition presents real-world examples and
relevant research to help you develop the essential skills you need
for building trust with staff, teachers, students, and parents. The
Trust Factor provides updated versions of over 50 practical
strategies that will help you learn to: Recognize and avoid
behaviors that damage trust Repair trust when it has been broken
Navigate challenging situations, such as teacher evaluations,
student discipline, parent complaints, or scarce resources
Establish and sustain trust with faculty, staff, students, and
community Approach social media in a way that builds trust with the
community. The guidance in this book is explained with simple,
easy-to-implement steps you can apply immediately to your own
practice, and are accompanied by reflection questions and
self-assessment tools to help practicing or aspiring educational
leaders succeed.
Over the past 25 years a major shift in political ideology has
refocused educational politics from equality issues to issues
relating to excellence, accountability, and choice. The No Child
Left Behind (NCLB) Act of 2001 reauthorized the Elementary and
Secondary Act (ESEA) first passed in 1965. NCLB legislation is a
continuation of the educational reform movement for improved
academic achievement that began in 1983 with publication of a
government report, A Nation at Risk, which called for higher
standards to prepare students for the 21st century. Reaction to the
at-risk report generated many reform initiatives resulting in the
assessment, standards and accountability movement today. The
organizational structure of the NCLB covers 10 separate titles.
This book provides an enhanced understanding of the NCLB major
features and suggests resources in the areas of: History of
Accountability and Achievement; Adequate Yearly Progress;
Highly-Qualified Teachers; Title I; Reading and Early Childhood;
School Reform including Charters and Vouchers; Restructuring;
School Finance; and High School Reform.
Within the past few years, schools, communities, and parents
throughout the world, have begun to recognize that bullying is not
something that can be ignored with dismissive comments or
admonitions. There is no doubt that school violence is a critical
problem in America's schools and bullying is a maladaptive behavior
with consequences. Bullying can be reduced, but first, educators
and parents must recognize the pervasive nature of the problem.
This easy-to-read book describes the problem of bullying at all
school levels-elementary, middle, and high. Chapters include
different types of bullying that occur and how they effect the
bully, the bullied, and the bystander. The authors report the
results of many studies including personal research to discuss
incidences of bullying at school, and list of sources for
preventing and intervening to reduce this type of misbehavior are
included. For K-12 educators, professors of education, and parents.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that educational leaders understand how critical race
theory and praxis can assist them in utilizing their agency and
roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though
educational leaders and leadership programs have been all but
absent in this process, given their influence and power,
educational leaders need to be engaged in this endeavor. The
objective of this edited volume is to draw upon critical race
counter-stories and praxis for the purpose of providing leaders in
training and practicing K-12 leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within K-12 schooling. An additional aim of
this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in K-12 schooling. Through the use of
critical race methodology and counter-storytelling (Solorzano &
Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future educational leaders
insight in recognizing how racism functions within institutions and
how they can address it. The intended goal of this edited volume is
to translate critical race theory into practice while emphasizing
the need for educational leaders to develop a critical race praxis
and anti-racist approach to leadership.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that educational leaders understand how critical race
theory and praxis can assist them in utilizing their agency and
roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though
educational leaders and leadership programs have been all but
absent in this process, given their influence and power,
educational leaders need to be engaged in this endeavor. The
objective of this edited volume is to draw upon critical race
counter-stories and praxis for the purpose of providing leaders in
training and practicing K-12 leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within K-12 schooling. An additional aim of
this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in K-12 schooling. Through the use of
critical race methodology and counter-storytelling (Solorzano &
Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future educational leaders
insight in recognizing how racism functions within institutions and
how they can address it. The intended goal of this edited volume is
to translate critical race theory into practice while emphasizing
the need for educational leaders to develop a critical race praxis
and anti-racist approach to leadership.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that higher education leaders understand how critical
race theory and praxis can assist them in utilizing their agency
and roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though higher
education leaders and leadership programs are often absent in this
process, given their influence and power, higher education leaders
need to be engaged in this endeavor. The objective of this edited
volume is to draw upon critical race counter-stories and praxis for
the purpose of providing higher education leaders-in-training and
practicing higher education leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within higher education. An additional aim
of this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in higher education. Through the use
of critical race methodology and counter-storytelling (Solorzano
& Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future higher education
leaders insight in recognizing how racism functions within their
respective institutions, and how they can address it. The intended
goal of this edited volume is to translate critical race theory
into practice while emphasizing the need for higher education
leaders to develop a critical race praxis and anti-racist approach
to leadership.
While critical race theory is a framework employed by activists and
scholars within and outside the confines of education, there are
limited resources for leadership practitioners that provide insight
into critical race theory and the possibilities of implementing a
critical race praxis approach to leadership. With a continued
top-down approach to educational policy and practice, it is
imperative that higher education leaders understand how critical
race theory and praxis can assist them in utilizing their agency
and roles as leaders to identify and challenge institutional and
systemic racism and other forms/manifestations of oppression
(Stovall, 2004). In the tradition of critical race theory, we are
charged with the task of operationalizing theory into practice in
the struggle for, and commitment to, social justice. Though higher
education leaders and leadership programs are often absent in this
process, given their influence and power, higher education leaders
need to be engaged in this endeavor. The objective of this edited
volume is to draw upon critical race counter-stories and praxis for
the purpose of providing higher education leaders-in-training and
practicing higher education leaders with tangible narratives that
demonstrate how racism and its intersectionality with other forms
of oppression manifest within higher education. An additional aim
of this book is to provide leaders with a working knowledge of the
central tenets of critical race theory and the tools that are
required in recognizing how they might be complicit in the
reproduction of institutional and systemic racism and other forms
of oppression. More precisely, this edited volume intends to draw
upon and center the lived experiences and voices of contributors
that have experienced racism in higher education. Through the use
of critical race methodology and counter-storytelling (Solorzano
& Yosso, 2002), contributors will share and interrogate their
experiences while offering current and future higher education
leaders insight in recognizing how racism functions within their
respective institutions, and how they can address it. The intended
goal of this edited volume is to translate critical race theory
into practice while emphasizing the need for higher education
leaders to develop a critical race praxis and anti-racist approach
to leadership.
Inclusive Practices and Social Justice Leadership for Special
Populations in Urban Settings: A Moral Imperative is comprised of a
collection of chapters written by educators who refuse to let the
voices of dissent remain marginalized in our discussion of
education in the 21st century education. Drawing from the authors'
extensive experience in educational research and practice, coupled
with their commitment to inclusion of special populations and
social justice they urge readers to examine how educational
policies are produced for the least advantaged in our schools.
Effective inclusionary practices most certainly benefit all
students, including English language learners, those who face
gender discrimination, those who are in the foster care system, and
those who are Gay, Lesbian, Bisexual, or Transgendered. This
collection presents a broader theoretical inclusive framework
rooted in social justice: which we assert, offers the best
practices for a greater number of students who are at risk of
minimal academic success. This broader conceptualization of
inclusive schools adds to extant discourses about students with
exceptional needs and provides effective strategies school leaders
operating from a social justice framework can implement to create
more inclusive school environments for all students, especially
those in urban centers. It is hoped that lessons learned will
improve the preparation and practice of school leaders, thus
improve educational outcomes for students from special populations.
Inclusive Practices and Social Justice Leadership for Special
Populations in Urban Settings: A Moral Imperative is comprised of a
collection of chapters written by educators who refuse to let the
voices of dissent remain marginalized in our discussion of
education in the 21st century education. Drawing from the authors'
extensive experience in educational research and practice, coupled
with their commitment to inclusion of special populations and
social justice they urge readers to examine how educational
policies are produced for the least advantaged in our schools.
Effective inclusionary practices most certainly benefit all
students, including English language learners, those who face
gender discrimination, those who are in the foster care system, and
those who are Gay, Lesbian, Bisexual, or Transgendered. This
collection presents a broader theoretical inclusive framework
rooted in social justice: which we assert, offers the best
practices for a greater number of students who are at risk of
minimal academic success. This broader conceptualization of
inclusive schools adds to extant discourses about students with
exceptional needs and provides effective strategies school leaders
operating from a social justice framework can implement to create
more inclusive school environments for all students, especially
those in urban centers. It is hoped that lessons learned will
improve the preparation and practice of school leaders, thus
improve educational outcomes for students from special populations.
Standards-Based Leadership is written specifically for
superintendents and is framed within the most recent national
standards: Professional Standards for Educational Leaders 2015. The
cases provide an opportunity for superintendents, as well as those
in training, to critically reflect on best-practices with real
scenarios. Each chapter contains PSEL2015 standards, best practice
literature, three cases, discussion questions, and additional
resources. The chapters have been written by educators with
leadership and superintendent experience.
Today's school principals are charged with the responsibility of
creating learning organizations that emphasize success for all
students. Framing decisions in standards that are grounded in
research and best practice, this book provides a structure for
learning and growth for both current and aspiring principals. Each
chapter in Standards-Based Leadership: A Case Study Book for the
Principalship is organized around a Texas Principal Competency Exam
and related to the 2014 Texas Principal Standards and 2011 ELCC
standards. The cases provided for discussion are all based on real
problems that challenge principals in Texas or any other state. By
applying the standards and using the brief literature reviews as
resources to guide decision making, principals are provided with a
framework for implementation of specific strategies that will best
help them successfully lead schools.
The changing demographics of students and educators in schools
today suggest that much of what we do as educational leaders
revolves around the complex issues related to our various cultural
understandings. In this book the authors discuss the relationship
between culture and conflict and provide a continuum to better
understand the basis for much cultural conflict. Authors emphasize
a systematic framework that can be used to guide the practitioner
in resolving conflicts rooted in cultural issues - from less
difficult issues such as the cultural conflicts that occur on a
campus between academic cultures and athletic cultures, to the more
complicated and delicate issues rooted in racial or sexual identity
issues.
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