This volume helps educational administrators develop the skills necessary to face the challenges of new leadership models and educational policies. The authors, capitalizing on their considerable experience in education, use case studies to facilitate discussion of critical issues in educational administration. A practical guide to making schools dynamic, fair and caring places for both educators and students.
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.
This book explores the links between stress and performance in schools and helps principals actually thrive on stress for their success. Gmelch and Chan explore ways to generate the proper amounts of stress for optimum stimulation and performance: first to stimulate the principals to become effective and second to control stress in order to achieve success. The first part of the book provides a stress check up assessment and foundation for using stress for success. The second part assists with the problems of rustout and burnout. Self-assessments and coping techniques are provided along with foundations for maintaining peak performance. The book concludes with a compilation of helpful stress resource guide material.
This book explores the links between stress and performance in schools and helps principals actually thrive on stress for their success. Gmelch and Chan explore ways to generate the proper amounts of stress for optimum stimulation and performance: first to stimulate the principals to become effective and second to control stress in order to achieve success. The first part of the book provides a stress check up assessment and foundation for using stress for success. The second part assists with the problems of rustout and burnout. Self-assessments and coping techniques are provided along with foundations for maintaining peak performance. The book concludes with a compilation of helpful stress resource guide material.
Educational practitioners in America have become disillusioned with university preparation programmes that fail to prepare them for the realities of the workplace. This volume summarizes the knowledge gained from five of the programmes instigated by the Danforth Foundation in its efforts to stimulate new approaches to the training of educational leaders. The ramifications of what has been learned is discussed and an analysis of future issues for American schools is provided.
In this book, the author offers a new vision of the purpose of leadership preparation programmes, and a series of principles to guide the development of the knowledge base, instructional strategies and structures in defining future programmes. The design presented is based on: lessons learned from an extensive review of training programmes over the last 100 years; an in-depth investigation into the problems currently plaguing preparation programmes, and an examination of the important changes likely to shape the future of education and educational leadership.
In this book, the author offers a new vision of the purpose of leadership preparation programmes, and a series of principles to guide the development of the knowledge base, instructional strategies and structures in defining future programmes. The design presented is based on: lessons learned from an extensive review of training programmes over the last 100 years; an in-depth investigation into the problems currently plaguing preparation programmes, and an examination of the important changes likely to shape the future of education and educational leadership.
