This is a book about change, leaders and a wide variety of practical planning tools designed to assist educational leaders in their responsibility to develop and maintain successful schools. It is designed to be used as a day-to-day reference book for those who are responsible for the direct change that improves the operations and output of their schools. The aim of this book is to help leaders become more knowledgeable and proactive, thus ensuring that all the changes will move in positive directions towards effective schools.
In this book the author explains how educators have used the Quality Philosophy to guide strategic planning, communicate more effectively with parents, improve students' learning strategies, and build a community of learners based on mutual respect and clearly defined aims. The many Quality tools in the book are designed to help educators establish processes that foster continuous improvement for everyone involved in schooling.
What Teachers, Parents, and Administrators Must Do About Student Behavior
Educate, Medicate, or Litigate? examines bullying, subversive behaviour, and other negative psychosocial behaviours from their roots to their eventual eruptions. Until now, the response to antisocial behavior in schools has been generally reactive in nature due to the fact that few contemporary 'preventative' measures actually prevent anything. Robert DiGiulio analyzes common myths about school violence and its origins. Then, drawing on research and empirical knowledge, he prescribes best practices / administrative action that will help schools prevent violent incidents from occurring.
Developing Community-Empowered Schools presents an effective approach to the implementation of successful school, family, and community partnership activities. Mary Ann Burke and Lawrence Picus draw on over 20 years of experience in working with schools to increase parent and community involvement. They strongly believe that by empowering stakeholders at each school site, better decisions about educational programmes will result, thereby improving learning for all students. They: examine the components of a community-empowered school; identify the stakeholders in a school; define the roles of each stakeholder, describing what each group can do to help the school reach its academic and resource goals; suggest policies and procedures that support school and community relationships; demonstrate how to seek funding to sustain a school-based community programme; explain how using the community as a school resource can provide a cost-effective solution to school finance; illustrate how the community benefits, socially and economically, from a school-community partnership; Resources and materials are also provided - sufficient to support a one-day teacher-training workshop on the utilization of parents and community tutors or mentors in the classroom - including overhead transparencies, training worksheets, and sample memos from teachers to students' families.
Developing Community-Empowered Schools presents an effective approach to the implementation of successful school, family, and community partnership activities. Mary Ann Burke and Lawrence Picus draw on over 20 years of experience in working with schools to increase parent and community involvement. They strongly believe that by empowering stakeholders at each school site, better decisions about educational programmes will result, thereby improving learning for all students. They: examine the components of a community-empowered school; identify the stakeholders in a school; define the roles of each stakeholder, describing what each group can do to help the school reach its academic and resource goals; suggest policies and procedures that support school and community relationships; demonstrate how to seek funding to sustain a school-based community programme; explain how using the community as a school resource can provide a cost-effective solution to school finance; illustrate how the community benefits, socially and economically, from a school-community partnership; Resources and materials are also provided - sufficient to support a one-day teacher-training workshop on the utilization of parents and community tutors or mentors in the classroom - including overhead transparencies, training worksheets, and sample memos from teachers to students' families.
In this book the author explains how educators have used the Quality Philosophy to guide strategic planning, communicate more effectively with parents, improve students' learning strategies, and build a community of learners based on mutual respect and clearly defined aims. The many Quality tools in the book are designed to help educators establish processes that foster continuous improvement for everyone involved in schooling.
Praise for the First Edition: `This book is particularly well timed as the Teacher Training Agency is moving towards the provision of training for serving headteachers.... For headteachers who would welcome guidance about the way a portfolio approach could help them develop professionally, this book can be thoroughly recommended' - School Leadership & Management In recent years, principals have begun to recognize the merits of portfolios and to use portfolios for professional growth, evaluation, and career advancement. More recently, portfolios have been used to promote and document academic growth in administrator preparation programmes. Although portfolio use results in several positive outcomes, the major benefit for principals is that the self-assessment and reflection inherent in portfolio development promotes administrator growth, which leads to improved performance and, ultimately, to improved schools and learning. In the first chapters, the authors describe the concept of the principal portfolio, explain why it is needed, and provide an overview of what should be included in the principal portfolio. Later chapters present the importance of reflection for professional growth, explain how to develop reflective practice, and show how to use the principal portfolio for evaluation. Finally, the authors specify how one should develop and use the principal portfolio for career advancement.
Leaders Helping Leaders provides a guide to planning and implementing a structured mentoring programme to support educational leaders on a local basis. John Daresh presents a three-phase model which leads the reader through initial planning, implementation, and evaluation issues. He discusses: the definitions and purposes of mentoring; benefits derived from mentoring; the kinds of training programmes available to assist school system planners in the design of local mentor preparation programs; Chapters are filled with suggested issues and activities that will assist readers in developing effective programmes at the local level. The book concludes with detailed prompts to sketch a mentoring plan for one's district - a mentor-protege action planning form. The first edition of Leaders Helping Leaders was published by Scholastic in 1992.
`Intriguing ways of explaining the concepts of constructivist education. Excellent analogies and examples!' - Maryellen Towey Schultz, Assistant Professor of Education, Nebraska Wesleyan University The purpose of the Constructivist Learning Design is to offer teachers and students of teaching a way to think about organizing for learning by ......
