by
Davidovich, Robert.
Call Number
371.207 22
Publication Date
2010
Summary
Filled with anecdotal examples, reflection exercises, and practical strategies, this is a useful and timely resource for educators seeking to understand and influence educational innovation and transformation in the 21st century.
Format:
Electronic Resources
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1.5164
by
Reeves, Douglas B., 1953-
Call Number
371.200973 22
Publication Date
2009
Summary
Guide for becoming a leader in making changes in the educational field.
Format:
Electronic Resources
Relevance:
1.2951
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3.
by
Johnson, Daniel P.
Call Number
371.200973 22
Publication Date
2005
Summary
Ensure the success of your school change efforts with a proven fivestep process that will strengthen working relationships among teachers, parents, and administrators.
Format:
Electronic Resources
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0.9720
by
Copland, Michael A.
Call Number
371.200973 22
Publication Date
2006
Summary
What kind of leadership makes learning possible for all students? How can school leaders help teachers increase their knowledge and improve their instructional abilities? What actions should leaders take to ensure that learning occurs? In Connecting Leadership with Learning: A Framework for Reflection, Planning, and Action, Michael A.
Format:
Electronic Resources
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0.9490
by
Hunt, Thomas C., 1930-2014.
Call Number
371.071273 21
Publication Date
2000
Format:
Electronic Resources
Relevance:
0.7911
by
Augustine, Catherine H., 1968-
Call Number
371.200973 22
Publication Date
2009
Summary
Improving the nation's public schools is one of the highest priorities of federal, state, and local government in America. Recent research has shown that the quality of the principal is, among school-based factors, second only to the quality of the teacher in contributing to what students learn in the classroom. New programs to develop school leaders who can exercise vigilance over instruction and support effective teaching practices are not likely to succeed, however, if they are inconsistent with other state and district policies affecting school leadership. The Wallace Foundation, which focuses its grantmaking in education primarily on school leadership, has posited that well-coordinated policies and initiatives to develop leadership standards, provide high-quality training, and improve the conditions that affect principals' work will increase their ability to improve instruction in their schools. This study documents the actions taken by the Foundation's grantees to create a more cohesive set of policies and initiatives to improve instructional leadership in schools; describes how states and districts have worked together to forge such policies and initiatives around school leadership; and examines the hypothesis that more-cohesive systems do in fact improve school leadership. The study found that it is possible to build more-cohesive leadership systems and that such efforts appear to be a promising approach to developing school leaders engaged in improving instruction. Although the study did not find evidence that the full underlying theory behind this initiative is sound, it did find a correlation between improved conditions for principals and their engagement in instructional practices.
Format:
Electronic Resources
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0.5168
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