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With dwindling funds and resources, tougher state and federal
standards, and fatigue from more regulations and testing, many
school administrators are giving up_or 'crashing' and leaving their
posts. This book examines the process of sustaining and retaining
quality leaders at the school and district levels. Beginning with a
foreword by Michelle D. Young on the importance of administrative
leadership in schools, subsequent chapters address: six steps of
critical organizational supports for leaders; the need for
socializing assistant principals into their roles; administrators'
perceptions of their administrative teams; school routines and
rituals; the need for administrator mentoring of Latina/Latino
leaders; the relationship between superintendent leadership and
principal job satisfaction and efficacy. Concluding with thoughts
about retaining and sustaining the best leaders in dynamic
environments, the various chapters offer contemporary views on
retaining and encouraging school administrators throughout the life
cycle. The chapters provide needed insight into what should and
must be done to grow the best leaders for U.S. schools.
With dwindling funds and resources, tougher state and federal
standards, and fatigue from more regulations and testing, many
school administrators are giving up _or 'crashing' and leaving
their posts. This book examines the process of preparing,
encouraging, and retaining quality leaders at the school and
district levels. Beginning with a chapter outlining six steps of
critical organizational supports, subsequent chapters address
factors in preparing administrator candidates effectively;
improving novice teacher retention through principal support and
mentoring; utilizing more fully mid-career teachers who come to
schools having worked outside of education; the role of isolation
in new principals' sense of efficacy; research findings about
assistant superintendents about job satisfaction, efficacy, and
ambitions for promotion; and finally, contemporary leadership
challenges existing at the superintendent level. Concluding with
thoughts about administrator accountability, the various chapters
offer contemporary views on the preparation, utilization, and
retention of school administrators throughout the life cycle. The
chapters provide needed insight into what should and must be done
to grow the best leaders for US schools.
Teaching embodies many roles -- in the classroom through
teacher-student interactions, and beyond the classroom through
teacher-adult interactions. This book explains and demonstrates how
collaboration and teamwork can help enhance professionalism and
school quality by overcoming teachers' isolation in the classroom,
in the school, and in their work. The contributing authors address:
historic patterns of isolation; why collaboration is crucial for
vibrant and sustained professionalism; principles of successful
team collaboration in schools and other sectors; school districts'
structure and support for collaborative teams; forces that motivate
or restrain teachers' ability to collaborate; how teachers in
grade-level teams perceive the quality of their training and
support; team members' perceptions of their work in departments;
teachers' use of evidence of student learning to improve teacher
and organizational learning; and teacher-principal collaboration
from the perspectives of exemplary teachers. These chapters provide
insight into the complexity of teachers' roles, and indicate the
necessity to build collaboration within the school and beyond.
Teaching embodies many roles -- in the classroom through
teacher-student interactions, and beyond the classroom through
teacher-adult interactions. This book explains and demonstrates how
collaboration and teamwork can help enhance professionalism and
school quality by overcoming teachers' isolation in the classroom,
in the school, and in their work. The contributing authors address:
historic patterns of isolation; why collaboration is crucial for
vibrant and sustained professionalism; principles of successful
team collaboration in schools and other sectors; school districts'
structure and support for collaborative teams; forces that motivate
or restrain teachers' ability to collaborate; how teachers in
grade-level teams perceive the quality of their training and
support; team members' perceptions of their work in departments;
teachers' use of evidence of student learning to improve teacher
and organizational learning; and teacher-principal collaboration
from the perspectives of exemplary teachers. These chapters provide
insight into the complexity of teachers' roles, and indicate the
necessity to build collaboration within the school and beyond.
With dwindling funds and resources, tougher state and federal
standards, and fatigue from more regulations and testing, many
school administrators are giving up _or 'crashing' and leaving
their posts. This book examines the process of preparing,
encouraging, and retaining quality leaders at the school and
district levels. Beginning with a chapter outlining six steps of
critical organizational supports, subsequent chapters address
factors in preparing administrator candidates effectively;
improving novice teacher retention through principal support and
mentoring; utilizing more fully mid-career teachers who come to
schools having worked outside of education; the role of isolation
in new principals' sense of efficacy; research findings about
assistant superintendents about job satisfaction, efficacy, and
ambitions for promotion; and finally, contemporary leadership
challenges existing at the superintendent level. Concluding with
thoughts about administrator accountability, the various chapters
offer contemporary views on the preparation, utilization, and
retention of school administrators throughout the life cycle. The
chapters provide needed insight into what should and must be done
to grow the best leaders for US schools.
With dwindling funds and resources, tougher state and federal
standards, and fatigue from more regulations and testing, many
school administrators are giving up_or 'crashing' and leaving their
posts. This book examines the process of sustaining and retaining
quality leaders at the school and district levels. Beginning with a
foreword by Michelle D. Young on the importance of administrative
leadership in schools, subsequent chapters address: six steps of
critical organizational supports for leaders; the need for
socializing assistant principals into their roles; administrators'
perceptions of their administrative teams; school routines and
rituals; the need for administrator mentoring of Latina/Latino
leaders; the relationship between superintendent leadership and
principal job satisfaction and efficacy. Concluding with thoughts
about retaining and sustaining the best leaders in dynamic
environments, the various chapters offer contemporary views on
retaining and encouraging school administrators throughout the life
cycle. The chapters provide needed insight into what should and
must be done to grow the best leaders for U.S. schools.
This book argues that if schools are to be successful learning
places, the needs of teachers must be placed on a par with those of
the students. The authors show how Total Quality Education schools
address this problem, making learning an ongoing experience for
both teachers and students.
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