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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The centerpiece of this book—Chapters 2 through 9— describes the strategies and related practices employed by effective principals to enhance teachers and their work with students. Principals' goals in using the strategies and the ...
... 1999, categories of leader practices include purposes, people, and structures and social systems; Conger & Kanungo's, 1998, categories include visioning, efficacy-building, and context-changing strategies; and Leithwood's, 1996, ...
... individualized support, (4) modeling best practices and organizational values, (5) demonstrating high performance expectations, (6) creating a productive school culture, and (7) developing structures for shared decision making.
... appear here in terms of the frequency with which they were reported, from most frequent to least frequent. Chapters 2 through 9 describe the effective strategies and related tactics and practices, and their effect on teachers.
Increases in teacher motivation appear to have a direct effect on classroom practices and may also affect student learning (Leithwood & Jantzi, 2000). Teachers feel “inspired” and “enthusiastic.” Their loyalty and dedication grow.
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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