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Boleman & Deal
Reframing the Path to school Leadership
2002
- Frames - Political, Structural, Humanistic, Symbolic
- Political
- Know the political climate
- Know the key people
- Structural
- People like to know where they are going
- Who's in Charge
- Humanistic
- Shared decision making
- Empower others
- Symbolic
- Celebrate student achievements
- cultivate and share values
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Boynton
The Educator's Guide to Preventing and Solving Discipline Problems
2005
- High Expectations and accountability
- Effective disciplin strategies lead to better morale and job satisfaction
- Use proactive strategies
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Zmuda, Kuklis and Kline
Trasforming Schools
2004
- Create a culture of continuous improvement
- working toward a shared vision = autonomy
- envision desired results
- make staff developement worthwhile
- Data shoud be analyzed by staff
- Data shoudl serve the shared vision
- All staff should be held responsible for improving student achievement
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Payne
A Framework for Understanding Poverty
- Home environment most important in effect and influence on student achievement
- students motivated by relationships
- Education is the key to getting out of generational poverty
- Students of poverty have different values - like humor
- Limited support system and not jsut financial
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Lindsey
The Culturally Proficient School
2005
- Involves parents and community
- Makes stduents a valued memeber of diverse community rather than deprived minority
- Asses Culture
- Value diversity
- Adapting to diversity
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Marzano
Classroom instruction that works
2001
- 9 strategies that positively effect student achievement
- Identify similar and different
- summary and notes
- reinforcing effort and giving recognition
- homework and practice
- cooperative learning
- setting objectives
- nonlinguistic representations
- cues, questions and advanced organizers
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Daresh
Beginning the assistant principalship
2004
- AP's job is to assist the principal
- there will always be unforseen events that you are not prepared for
- can never stand alone and be effective
- must us active listening skills
- let staff know your there to support them
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Mc Ewen
Ten Traits of Highly Effective Principals
2003
- Good communicator
- Envisioner- guided by mission that has best intrest of students at its core
- Judged by what you get done, not say
- Say what you mean and mean what you say
- Ability to teach
- Culture builder
- School success begins in the principals office
- Slow and steady
- Don't do it alone
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Marzano
What works in Schools
2003
- 3 factors - school, teacher, student
- School Level
- Guarunteed and viable curriculum is key to achievement
- Teacher Level
- Instructional strategies, classroom management and curriculum
- Student Level
- Home, motivation
- Use research to guide practice to have large impact on student achievement
- Teachers included in making school police
- safe environment to be able to teach and learn
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Collins
Good to Great
2001
- Get the right people on the bus and the wrong people off the bus
- Look in the mirror when things go wromg not out the window
- Confront the brutal facts
- Hedge Hog concept
- Look at failures as well as successes
- communication at all levels
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Fullen
Leading in Culture of Change
2001
- People are hoping for an easy answer and a set solution, neither of which exist
- Change is frightening, there will be and implementation dip that good leaders understand and appreciate
- Listen to resisters
- Build relationships
- apply pressure and privide support
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Whitaker
What great teachers do differently
2004
Its about the people not the programs
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Wiggins
Understanding by design
2005
- Plan backwards with the end in mind
- Bloom's taxonomy - affective domain, cognitive domain and psychomotor domain
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Garmston and Wellman
The Adaptive School
1999
- Schools need to be adaptive by having flexible responses, interacting with changing the environment conditions for lasting improvement
- Meetings should be safe but not comfortable
- Physical management tasks have no impact on learning but the energy at the school does
- good dialogue leads to understanding
- communication is valuable on all levels
- collective responsibility = larger student gain
- everthing influences everthing else
- more data does not leade to better predictions
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Glickman
Holding Sacred Ground
2003
- work together toward a shared vision
- Teachers are the catalyst for change
- Schools need to be more democratic where students and parents are more involved
- build personal relationships with students
- Diversity is and advantage it offer more intellectual pespectives
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Dufour
Professional Learning Communities at work
1998
- Do what ever it takes to get students to succeed
- to improve schools we must improve the people
- Create mission and vision statements they are the foundation
- it is critical to involve parent to move the school towards it vision
- Use data to develop vision and evaluate progress
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Gladwell
The Tipping Point
2000
- Spread learning epidemic
- Message must be memorable and so should the messanger
- Examining data can lead to conducive programs to promote student learning
- advice should be memorable and personal
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Schmoker
Results Now
2006
- data makes the invisible, visible
- PlC's the best way for improvement of instruction and student performance
- creating, testing and refining lessons in teams is guarunteed path to better instruction
- use data to drive instruction
- dont have do many goals
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Reeves
Accountability for Learning
2004
- Data focus on discovery, not fear
- don't kgnor test scores, but don't obsess over them
- ensure a safe and secure environment in schools
- student centered accountablility works best (holistic accountibility) - looks at scores, curriculum, and teaching practives, leadership, individual student progress and parent involvement
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Kouznes and Posner
Encouraging the heart
2003
- Model the way
- Inspire the shared vision
- challenge the process
- be clear about standards
- personalize recognition - tell the story
- leaders on the lookout for exemplary employees
- talk the talk and walk the walk
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Dufour and Eaker
On Common Ground
2005
- Focus switch from teaching to learning
- Build common practices
- Teachers must work collaboratively
- Draw on each others expertise
- PLC
- Clarify values
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