Search Results for management - Narrowed by: School management and organization -- United States.

Beyond school improvement : the journey to innovative leadership / Robert Davidovich [and others] ; foreword by Rick Stiggins.

2024-05-14T22:26:25Z

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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Leading change in your school [electronic resource] : how to conquer myths, build commitment, and get results / Douglas B. Reeves.

2024-05-14T22:26:25Z

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
http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=285112

Sustaining change in schools : how to overcome differences and focus on quality / Daniel P. Johnson.

2024-05-14T22:26:25Z

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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The principal's field manual [electronic resource] : the school principal as the organizational leader / Michael B. Ayers, William A. Sommers.

2024-05-14T22:26:25Z

by Ayers, Michael B.
Call Number 371.2012 22
Publication Date 2009
Summary Written as a field manual for "school CEOs" to facilitate understanding and operating a school as an organization, this book is designed for easy access within a unifying framework to enable flexible use for busy principals. Based on the Organizational Effectiveness Model, the manual offers a blend of background knowledge and practices that are immediately useful.
Format: Electronic Resources
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Becoming a great high school [electronic resource] : 6 strategies and 1 attitude that make a difference / Tim R. Westerberg.

2024-05-14T22:26:25Z

by Westerberg, Tim.
Call Number 371.200973 22
Publication Date 2009
Summary Provides information on how to improve graduation rates, close achievement gaps, and teach 21st century knowledge and skills. Explains how any high school can improve by providing students the support they need to meet college and career-prep standards, and focusing teachers collectively on research-based instructional practices.
Format: Electronic Resources
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Connecting leadership with learning : a framework for reflection, planning, and action / Michael A. Copland and Michael S. Knapp.

2024-05-14T22:26:25Z

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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The education mayor : improving America's schools / Kenneth K. Wong [and others].

2024-05-14T22:26:25Z

by Wong, Kenneth K., 1955-
Call Number 379.1530973 22
Publication Date 2007
Summary In 2002 the No Child Left Behind Act rocked America's schools with new initiatives for results-based accountability. But years before NCLB was signed, a new movement was already under way by mayors to take control of city schools from school boards and integrate the management of public education with the overall governing of the city. The Education Mayor is a critical look at mayoral control of urban school districts, beginning with Boston's schools in 1992 and examining more than 100 school districts in 40 states. The authors seek to answer four central questions: What does school governance.
Format: Electronic Resources
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Catholic school leadership : an invitation to lead / edited by Thomas C. Hunt, Thomas E. Oldenski, and Theodore J. Wallace.

2024-05-14T22:26:25Z

by Hunt, Thomas C., 1930-2014.
Call Number 371.071273 21
Publication Date 2000
Format: Electronic Resources
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Organizational improvement and accountability : lessons for education from other sectors / Brian Stecher and Sheila Nataraj Kirby, editors ; prepared for the William and Flora Hewlett Foundation.

2024-05-14T22:26:25Z

by Stecher, Brian M.
Call Number 379.158 22
Publication Date 2004
Summary The No Child Left Behind Act (NCLB) is a performance-based accountability system built around student test results. The accountability system comprises explicit educational goals, assessments for measuring the attainment of goals and judging success, and consequences (rewards or sanctions). But the mechanisms through which the system is intended to work are not well understood. The authors examined five accountability models: two from the manufacturing sector (the Malcolm Baldrige National Quality Award Program and the Toyota Production System (TPS)), a performance incentive model used in the evaluation of job training programs for the poor, accountability in the legal sector, accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. Although education faces unique challenges, the authors conclude that educators can learn much from these other sectors. The Baldrige, TPS, and the clinical practice guidelines suggest the importance of focused institutional self-assessment, understanding school and district operations as a production process, being able to develop and apply a knowledge base about effective practice, and empowering participants in the process to contribute to improvement efforts. The job training and risk-adjustment models and the legal and health care accountability models provide specific guidance on how to enhance system-wide accountability in education by broadening performance measures; making sure performance goals are fair to all students and schools; developing standards of practice in promising areas; and encouraging professional accountability.
Format: Electronic Resources
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Homelessness comes to school [electronic resource] / Joseph Murphy, Kerri Tobin.

2024-05-14T22:26:25Z

by Murphy, Joseph, 1949-
Call Number 371.826942 22
Publication Date 2011
Summary Outlines effective intervention programs and provides specific guidelines for teaching homeless students.
Format: Electronic Resources
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Creating an inclusive school / Richard A. Villa & Jacqueline S. Thousand, editors.

2024-05-14T22:26:25Z

by Villa, Richard A., 1952-
Call Number 371.9046 22
Publication Date 2005
Summary Annotation In this comprehensive resource on inclusive schooling, administrators, general and special educators, and parents explore how inclusive education can support a diverse student body at all grade levels. They show how schools can meet standards and provide a "least restrictive environment" for students with disabilities by using cooperative learning, teaming, multi-age grouping, multicultural education, social skills training, and educational technology applications. And they explain how to facilitate change by using universal design principles and other curricular, instructional, assessment, and organizational practices. The authors examine the prevailing myths and the most frequently asked questions about inclusive education, and they provide an extensive list of resources. Woven through the book are the personal stories of people with disabilities and the educators and parents who work with them. As their voices make clear, inclusion is more than an educational buzzword; inclusion is a way of life, based on the belief that each individual is valued and belongs. Richard A. Villa, Ed. D., has worked with thousands of teachers and administrators to develop and implement instructional support systems for educating all students within general education settings. Jacqueline S. Thousand, Ph. D., is a professor in the College of Education at California State University, San Marcos, where she coordinates the College's special education credential and masters programs.
Format: Electronic Resources
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Leading effective meetings, teams, and work groups in districts and schools / Matthew Jennings.

2024-05-14T22:26:25Z

by Jennings, Matthew.
Call Number 371.207 22
Publication Date 2007
Format: Electronic Resources
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Improving school leadership [electronic resource] : the promise of cohesive leadership systems / Catherine H. Augustine [and others].

2024-05-14T22:26:25Z

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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