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.
Resultados 1-5 de 34
... principal's] office taking care of business and he sees me, or when I peek into his office to say hello, he takes time to give me some kind offeedback. Sometimes it is as casual as, “You look peppy today.” Sometimes it is to comment on ...
... principal's role) ignores important aspects of schools. He argues that schools should be examined through multiple lenses. Principals must attend to other critical organizational dimensions in addition to instruction. They must be ...
... principal . . . I know how busy her schedule is. When I feel that what I do is noticed and appreciated, I have a better ... principal's appreciation, one teacher declared, “I wouldn't think of not doing a good job. I would feel guilty ...
... principal's] positiveness not only with my students but with parents and other teachers.” Finally, teachers reported ... principal.” Others volunteered their time and energy to help principals: • “I'll do 'extras' for her.” • “I'm more ...
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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