Bringing Out the Best in Teachers: What Effective Principals Do
"Reading this book is like having a conversation with several great colleagues sharing their ideas and expertise. The ideas and suggestions are clear, relevant, and doable. This book is inspiring!"
Teachers reveal how principals can empower them to perform their best!
What strategies do great principals use to influence teachers, students, and classroom instruction? This best-selling book by Joseph Blase and Peggy C. Kirby, now in its third edition, provides the answers from the teachers themselves.
New material in this revised edition compares the authors′ original research findings with recent literature on transformational leadership, school productivity, and adult learning, as well as the ISLLC and ELCC standards. Such comparisons underscore the continued timeliness and timelessness of this teacher′s-eye view of effective school leadership. The book offers strategies and related practices that allow leaders to
Ideal for experienced or aspiring school principals, this enlightening and compact resource provides invaluable perspectives on how to motivate and inspire classroom teachers.
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We enjoy a wonderful mix of ethnicities and family groups which range from two-parent homes to grandparents rearing grandchildren or even great-grandchildren, to father-only or mother-only homes, to foster families.
parents living outside of the attendance zone for their children to be given permits to attend Estelle. What is the magnet that draws these families to want their children to attend Estelle? I believe that the pull, the natural draw, ...
They must be instructional leaders as well as counselors or parents, engineers or supervisors, contenders or referees, and heroes or poets. As counselors/parents, principals add to personal growth and development with praise, advice, ...
Viewing principals as counselors or parents, as Deal (1987) suggests, may appear a bit paternalistic to many teachers, thereby reducing teachers' stature. Even if Deal's analogy is scorned, his counsel nonetheless may be valid.
“I find myself trying to emulate [the principal's] positiveness not only with my students but with parents and other teachers.” Finally, teachers reported that praise affected their support for principals.
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CHAPTER 8 POSITIVE USE OF FORMAL AUTHORITY
CHAPTER 9 MIRRORS TO THE POSSIBLE
CHAPTER 10 CONCLUSIONS CAVEATS AND CHALLENGES
RESEARCH METHODS AND PROCEDURES