| FOREWORD |
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xi | |
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1 THE STEWARD PRINCIPAL GIVES TOP PRIORITY TO THE STUDENTS' DEVELOPMENTAL NEEDS |
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1 | (22) |
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WHEN AND WHY DID WE UNCOUPLE FEELING AND THINKING? |
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2 | (1) |
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3 | (1) |
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STUDENT DEVELOPMENT NEEDS |
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3 | (3) |
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4 | (2) |
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STUDENT GUIDANCE AND COUNSELING |
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6 | (3) |
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STUDENTS DON'T QUIT CLASS, THEY QUIT SCHOOL |
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8 | (1) |
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THE COMER PROCESS IS ONE WAY TO MEET STUDENT AND FAMILY NEEDS |
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9 | (11) |
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THE FOUR WHEELS OF EFFECTIVE STUDENT GUIDANCE AND DEVELOPMENT |
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11 | (2) |
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THE LOGIC OF A MAD TEA PARTY |
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13 | (3) |
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AMERICAN PSYCHOLOGICAL ASSOCIATION OFFERS SOME HELP |
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16 | (1) |
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A DOZEN LEARNER CENTERED PSYCHOLOGICAL PRINCIPLES |
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17 | (3) |
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THE STEWARD PRINCIPAL SEES EACH STAKEHOLDER AS A UNIQUE TREASURE |
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20 | (2) |
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22 | (1) |
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2 WHAT THE STEWARD PRINCIPAL NEEDS TO KNOW AND DO TO MEET THE STAFF'S DEVELOPMENT NEEDS |
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23 | (22) |
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DEVELOPING THE PERSONAL AND PROFESSIONAL LIVES OF SCHOOL STAFF |
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24 | (5) |
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TIME FOR STAFF DEVELOPMENT |
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26 | (3) |
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TIPS FOR EFFECTIVE STAFF DEVELOPMENT |
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29 | (2) |
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EFFECTIVE STAFF DEVELOPMENT DEPENDS ON GOOD ADULT LEARNING PRACTICES |
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31 | (11) |
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EIGHT TIPS FOR EFFECTIVELY TEACHING ADULTS |
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32 | (10) |
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42 | (1) |
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43 | (2) |
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3 THE STEWARD PRINCIPAL USES TESTING AND ASSESSMENT WISELY |
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45 | (22) |
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TESTS ARE ONLY ONE OF THE NECESSARY MEANS TO ASSESS LEARNING |
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48 | (3) |
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THE PRINCIPAL WEARS THREE ASSESSMENT HATS |
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51 | (1) |
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A BROADER AND BETTER VIEW OF ASSESSMENT |
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51 | (3) |
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APPROPRIATE ASSESSMENT CAN AID LEARNING FOR UNDERSTANDING |
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54 | (2) |
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WAYS TO ASSESS LEARNING FOR UNDERSTANDING |
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56 | (7) |
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57 | (2) |
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SOCRATIC SEMINARS: DISCUSSIONS WITH A DIFFERENCE |
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59 | (1) |
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PERFORMANCES AND EXHIBITIONS AS ASSESSMENT AIDS |
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60 | (3) |
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63 | (1) |
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64 | (3) |
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4 THE PRINCIPAL AS STEWARD OVER SCARCE RESOURCES |
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67 | (26) |
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THE STEWARD IS A SERVANT-LEADER |
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70 | (2) |
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70 | (1) |
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SQUIRRELS IN THE SUPPLY ROOM |
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71 | (1) |
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RESOURCE ALLOCATION MODEL FOR STEWARDS |
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72 | (4) |
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DETERMINATION OF NEEDS AND GOALS AT SCHOOL SITE |
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73 | (3) |
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STEWARDS INVOLVE ALL PARTICIPANTS IN RESOURCE PLANNING |
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76 | (5) |
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76 | (2) |
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78 | (3) |
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MANAGEMENT OF ACQUIRED RESOURCES |
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81 | (1) |
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PARTNERSHIP IN ALLOCATING RESOURCES |
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81 | (3) |
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LIFE IS A SERIES OF GUESSTIMATIONS |
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82 | (2) |
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IN STEWARDSHIP ALL STAKEHOLDERS ARE RESPONSIBLE FOR RESOURCES |
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84 | (6) |
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A SENSE OF COMMUNITY CREATES SERVICE-ORIENTED USE OF RESOURCES |
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86 | (4) |
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90 | (2) |
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92 | (1) |
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5 THE STEWARD PRINCIPAL MOTIVATES ALL STAKEHOLDERS |
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93 | (26) |
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IS IT ACCURATE TO SAY PRINCIPALS MOTIVATE STAKEHOLDERS? |
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94 | (3) |
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THE STEWARD PRINCIPAL AS A MODEL IN MOTIVATION |
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97 | (3) |
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HOW CAN PRINCIPALS MOTIVATE STAKEHOLDERS BETTER? |
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100 | (8) |
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EXPERIENCE MEANINGFULNESS OF WORK |
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101 | (2) |
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EXPERIENCE RESPONSIBILITY FOR OUTCOMES OF WORK |
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103 | (3) |
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HAVE KNOWLEDGE OF ACTUAL RESULTS OF WORK ACTIVITIES |
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106 | (2) |
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MOTIVATION HELPS INITIATE AND SUSTAIN DESIRED BEHAVIOR |
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108 | (7) |
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ENHANCING THE MEANINGFULNESS OF WORK |
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108 | (1) |
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ENHANCING RESPONSIBILITY FOR WORK OUTCOMES |
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109 | (3) |
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PROVIDING KNOWLEDGE OF RESULTS |
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112 | (1) |
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SHAPING EFFORT-PERFORMANCE EXPECTATIONS |
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113 | (1) |
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SHAPING PERFORMANCE-OUTCOME EXPECTATIONS |
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114 | (1) |
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115 | (2) |
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117 | (2) |
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6 THE STEWARD PRINCIPAL IS SENSITIVE |
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119 | (36) |
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WHY SO MUCH EMPHASIS ON INTERPERSONAL SENSITIVITY? |
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120 | (3) |
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122 | (1) |
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SIX STEPS IN DEVELOPING SENSITIVITY |
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123 | (2) |
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SENSITIVITY MEANS ACCURATELY PREDICTING RESPONSES |
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125 | (16) |
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125 | (2) |
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127 | (14) |
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NO SELF-KNOWLEDGE, NO SENSITIVITY |
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141 | (2) |
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KING LEAR'S PLEA, "WHO IS IT WILL TELL ME WHO I AM?" |
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143 | (2) |
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145 | (3) |
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THEORY X, THEORY Y, AND THE JUDGING HABITS OF THE PRINCIPAL |
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148 | (4) |
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152 | (1) |
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153 | (2) |
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7 THE STEWARD PRINCIPAL KNOWS THE POWER OF THE SPOKEN WORD AND UNSPOKEN GESTURE |
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155 | (26) |
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GOOD COMMUNICATION BY THE PRINCIPAL IS THE KEY TO EFFECTIVE SCHOOL OPERATIONS |
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156 | (1) |
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COMMUNICATION DEFINED: ITS BEGINNING AND END? |
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157 | (9) |
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THE PRINCIPAL'S MOST COMMON COMMUNICATIONS |
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157 | (1) |
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TRANSACTIONAL COMMUNICATION |
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158 | (1) |
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AN EXAMPLE OF A TRANSACTIONAL COMMUNICATION |
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159 | (7) |
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THE STEWARD PRINCIPAL EFFECTIVELY DELIVERS AN UNINTERRUPTED SPEECH |
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166 | (12) |
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168 | (1) |
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168 | (10) |
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178 | (1) |
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179 | (2) |
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8 THE STEWARD PRINCIPAL: MASTER OF THE WRITTEN WORD |
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181 | (24) |
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WRITING: AN ESSENTIAL IN THE PRINCIPALS' EXECUTIVE PROGRAM |
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182 | (2) |
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WHY WE CLAIM WRITTEN EXPRESSION IS SO IMPORTANT FOR STEWARD PRINCIPALS |
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184 | (2) |
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186 | (17) |
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187 | (3) |
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MOST BOOKS ON WRITING TELL ONLY HALF THE STORY |
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190 | (1) |
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191 | (1) |
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192 | (1) |
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193 | (2) |
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FORGET ABOUT FINDING THE RIGHT WORD |
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195 | (1) |
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195 | (3) |
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198 | (1) |
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199 | (4) |
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203 | (1) |
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203 | (2) |
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9 PHILOSOPHICAL AND CULTURAL VALUES |
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205 | (30) |
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206 | (1) |
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THE STEWARD PRINCIPAL ANSWERS FOUR BASIC QUESTIONS |
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207 | (1) |
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208 | (10) |
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I AM A HUMAN PERSON LIKE ALL OTHER HUMANS |
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209 | (1) |
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SO WHAT DOES IT MEAN TO BE A HUMAN BEING? |
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210 | (4) |
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SO HOW AM I DIFFERENT FROM EVERYONE ELSE? |
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214 | (1) |
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215 | (3) |
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HOW CAN I LIVE AND WORK WITH OTHERS? |
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218 | (5) |
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219 | (1) |
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220 | (3) |
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WHAT IS TO KNOW OR WHAT IS INVOLVED IN THE PROCESS OF KNOWING? |
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223 | (8) |
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MAN AND WOMAN'S THREE DIMENSIONS |
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223 | (3) |
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WHAT IS THEORETICAL THINKING? |
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226 | (5) |
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231 | (1) |
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232 | (3) |
| EPILOGUE |
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235 | (4) |
| REFERENCES |
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239 | |
