| ABOUT THE AUTHORS |
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xii | (1) |
| INTRODUCTION |
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xiii | |
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1 SUCCESSFUL BASE BUILDING FOR SUPERVISORS |
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1 | (34) |
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1 | (2) |
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3 | (1) |
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3 | (27) |
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Critical Question 1: "How do I define this Situation?" |
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5 | (2) |
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5 | (2) |
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Critical Question 2: "What is required of me?" |
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7 | (4) |
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Critical Question 3: "What experiences can help me in this role? |
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11 | (1) |
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Critical Question 4: "What is my vision?" |
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12 | (8) |
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How to Serve the Best Interests of Your Constituents and Organization |
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14 | (2) |
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The Supervisor Must Create an Inclusive Sense of Belonging |
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17 | (5) |
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Supervisors Must Be Willing to Put Personal Energy into the Nurturing and Growth of Members of the Unit |
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23 | (6) |
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30 | (5) |
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30 | (1) |
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31 | (1) |
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32 | (1) |
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Resources for Supervisors |
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33 | (2) |
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2 SUCCESSFUL SCOUTING AND PREPARATION FOR |
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35 | (34) |
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35 | (1) |
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35 | (2) |
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37 | (1) |
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38 | (2) |
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40 | (6) |
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41 | (1) |
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Policies Affecting the Unit |
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42 | (2) |
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44 | (1) |
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The Unit's Directives Indicating Its Traditional Way of Acting |
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44 | (1) |
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Binding Agreements with Other Agencies or Units |
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45 | (1) |
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Identifying the Real Needs of the Unit |
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46 | (5) |
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Improve Working Relationships with Your Staff |
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51 | (6) |
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52 | (2) |
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52 | (1) |
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52 | (1) |
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52 | (1) |
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52 | (1) |
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52 | (1) |
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53 | (1) |
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53 | (1) |
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53 | (1) |
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53 | (1) |
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54 | (3) |
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57 | (7) |
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The Factions That Are Represented by Those Who Are at Play |
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57 | (1) |
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The Number of Players Actually in the Game and the Number Who Sit on the Bench |
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58 | (1) |
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The Organization of the Play Activities |
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59 | (3) |
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Functional Group Characteristics |
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59 | (1) |
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Dysfunctional Group Characteristics |
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60 | (2) |
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The Relationships Among and Between Those Who Are Playing |
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62 | (1) |
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The View Players Have of the Group |
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63 | (1) |
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64 | (5) |
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64 | (1) |
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65 | (1) |
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66 | (1) |
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Resources for Supervisors |
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67 | (2) |
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3 SUCCESSFUL DECISION MAKING FOR SUPERVISORS |
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69 | (38) |
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69 | (2) |
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71 | (1) |
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72 | (2) |
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Assessing Decision Making |
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74 | (1) |
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Determine Your Preferred Decision-Making Method |
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75 | (7) |
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76 | (1) |
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77 | (2) |
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Level Three--The Director |
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79 | (2) |
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Level Four--The Investigator |
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81 | (1) |
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82 | (4) |
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83 | (2) |
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Pitfall #2: Information Overload |
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85 | (1) |
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Pitfall #3: Personal Filters |
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86 | (1) |
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Pitfall #4: Social Pressure |
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87 | (1) |
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The Decision-Making Response |
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88 | (3) |
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91 | (6) |
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The Decision-Making Process |
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97 | (7) |
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97 | (2) |
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99 | (5) |
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104 | (3) |
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104 | (1) |
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105 | (1) |
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If You Were Mark Butterfield |
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105 | (1) |
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Resources for Supervisors |
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106 | (1) |
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4 SUCCEEDING AT CHANGE FOR SUPERVISORS |
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107 | (30) |
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107 | (2) |
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109 | (1) |
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109 | (2) |
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111 | (3) |
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Job Satisfaction Is Reduced by Change |
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113 | (1) |
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Timing and Associated Work |
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113 | (1) |
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113 | (1) |
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The Proactive Nature of Change |
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114 | (1) |
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Trust Is an Essential Element of Change |
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114 | (2) |
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Increase the Level of Participation in Change Discussions |
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115 | (1) |
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Change is a Complex Phenomenon |
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116 | (1) |
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Change Is Accomplished by People |
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116 | (1) |
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117 | (1) |
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117 | (2) |
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117 | (2) |
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Use of Authority and Change |
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119 | (4) |
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120 | (1) |
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121 | (2) |
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123 | (4) |
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Enhancing Performance of Change Players |
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127 | (3) |
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130 | (3) |
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133 | (4) |
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133 | (1) |
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134 | (1) |
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135 | (1) |
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Resources for Supervisors |
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136 | (1) |
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5 SUCCESSFUL ORGANIZATIONAL STRATEGIES FOR SUPERVISORS |
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137 | (40) |
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137 | (2) |
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139 | (1) |
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139 | (1) |
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Develop a Profile of the School and Its People |
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140 | (18) |
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Filtering Unneeded Information |
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141 | (1) |
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Construct a Flow Chart of the Organization |
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142 | (2) |
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Formal and Informal Organization Structures |
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144 | (1) |
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Determine How and Where You Fit in the Organization's Structure |
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145 | (6) |
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Identify Personal Motivators |
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151 | (2) |
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Find a Match Between What Motivates You and What Motivates Your Staff |
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153 | (3) |
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154 | (2) |
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156 | (2) |
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158 | (14) |
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Tool One: Expanding the Vision |
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158 | (1) |
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Tool Two: Exploring Organizational Policies That Drive Supervisory Practices and Processes |
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159 | (1) |
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Tool Three: Developing a Supervisory Plan to Carry Out District Policies and Procedures |
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160 | (1) |
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Tool Four: Developing a Supervisory Plan |
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161 | (1) |
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Tool Five: Communicating this Plan to the Faculty and Staff |
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161 | (1) |
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Tool Six: Examining the Impact of Supervision on Staff and Its Relationship to Current Practices and Initiatives |
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161 | (3) |
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Tool Seven: Visualizing Supervision in a Broad Perspective |
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164 | (1) |
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Tool Eight: Building Alliances to Accomplish Goals |
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165 | (2) |
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Tool Nine: Mapping Tasks and Projects |
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167 | (5) |
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172 | (5) |
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172 | (1) |
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173 | (1) |
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If You Were Roberta Langley |
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174 | (1) |
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Resources for Supervisors |
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175 | (2) |
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6 SUCCESSFUL TEAM BUILDING FOR SUPERVISORS |
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177 | (34) |
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177 | (2) |
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179 | (1) |
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180 | (1) |
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181 | (4) |
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Have the Ends in Mind When Creating a Team |
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182 | (1) |
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183 | (1) |
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Developing Effective Teams |
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184 | (1) |
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185 | (3) |
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188 | (3) |
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Developing Effective Group Human Relations |
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188 | (3) |
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Building the Foundation for Functioning Groups |
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191 | (1) |
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191 | (2) |
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192 | (1) |
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192 | (1) |
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The Getting Organized Stage |
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192 | (1) |
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The Mature Closeness Stage |
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193 | (1) |
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Effective Movement Through the Stages of Team Development |
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193 | (2) |
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Area One: Open Intergroup Communications |
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193 | (1) |
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Area Two: Encourage Team Members to Resolve Their Own Problems and Disagreements |
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194 | (1) |
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Area Three: Provide Reflection |
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194 | (1) |
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Area Four: Develop Communication Channels for Inter-and Intrateam Communications |
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194 | (1) |
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Area Five: Clarify Team Boundaries |
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194 | (1) |
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Understanding the Team Process |
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195 | (1) |
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The Supervisor and the Team-The Relationship |
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196 | (2) |
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Facilitation and Record Keeping |
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196 | (1) |
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196 | (1) |
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197 | (1) |
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197 | (1) |
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Increasing Awareness in the Team's Work |
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198 | (1) |
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199 | (2) |
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How to Recognize the Life Cycle of a Team |
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201 | (2) |
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Aligning Team Goals with Organizational Goals |
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203 | (2) |
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205 | (6) |
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205 | (1) |
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206 | (1) |
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207 | (1) |
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Resources for Supervisors |
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208 | (3) |
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7 SUCCESSFUL INSTRUCTIONAL SUPERVISION FOR SUPERVISORS |
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211 | (34) |
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211 | (2) |
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213 | (1) |
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214 | (1) |
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Recognizing "Good" Teaching |
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215 | (2) |
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Teaching Occurs in a Classroom Context |
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215 | (1) |
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Classroom Environments Are Complex |
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216 | (1) |
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What is "Effective" Teaching? |
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217 | (5) |
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Selecting a Supervisory Model That Fits the Contextual and Organizational Needs of Your School |
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222 | (9) |
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Know Your People and Their Needs |
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222 | (5) |
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The Experience Level of the Faculty and Staff |
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223 | (1) |
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Previous Schoolwide Initiatives |
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223 | (1) |
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Past Supervisory Practices |
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224 | (1) |
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The Organization's Existing Supervisory Program |
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224 | (2) |
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Examine Supervisory Models and Their Components |
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226 | (1) |
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227 | (3) |
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Phase One: Preobservation Conference |
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227 | (1) |
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Phase Two: The Observation |
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228 | (1) |
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Phase Three: The Postobservation Conference |
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228 | (2) |
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Peer-Mediated Supervisory Models |
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230 | (1) |
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Developing New Supervisory Practices |
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231 | (3) |
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Guidelines for Supervisors |
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234 | (2) |
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Determining Your Supervisory Role |
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236 | (4) |
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Supervisor as Change Agent |
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237 | (1) |
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Politics and Instructional Supervision |
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237 | (1) |
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Evaluating Supervisory Practices |
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238 | (2) |
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Ethical Issues Relating to Supervision |
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240 | (1) |
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241 | (4) |
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241 | (1) |
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242 | (1) |
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If You Were Angie Reynolds |
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243 | (1) |
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Resources for Supervisors |
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244 | (1) |
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8 SUCCESSFUL COMMUNICATION AND POLITICAL SKILLS FOR SUPERVISORS |
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245 | (38) |
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245 | (2) |
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247 | (2) |
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248 | (1) |
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249 | (31) |
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251 | (18) |
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Faculty Concerns About Gaining Support |
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269 | (10) |
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279 | (1) |
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What Kind of Leadership Is Being Provided? |
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279 | (1) |
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280 | (3) |
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280 | (1) |
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281 | (1) |
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If You Were Carmela McKenzie |
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281 | (1) |
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282 | (1) |
| INDEX |
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