| ABOUT THE AUTHORS |
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vi | (5) |
| INTRODUCTION |
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xi | |
| PART I: THE PRINCIPAL AS SCHOOL LEADERSHIP EXPERT |
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1 | (50) |
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1 NEW EXPECTATIONS FOR THE PRINCIPALSHIP? |
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3 | (32) |
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4 | (1) |
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Global Influences on a Local Role |
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5 | (3) |
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Changing American Education |
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8 | (1) |
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New Expectations of Principals |
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9 | (9) |
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Self-Reflection on the Principalship: Introducing Nick Freeman |
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18 | (7) |
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Self-Reflection on the Principalship: Introducing Elizabeth Harris |
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25 | (10) |
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35 | (16) |
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What Do Effective Principals Do? |
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38 | (5) |
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40 | (1) |
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Managing Curriculum and Instruction |
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40 | (1) |
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Supervising and Supporting Teaching |
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40 | (1) |
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Monitoring Student Progress |
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41 | (1) |
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Promoting Instructional Climate |
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41 | (2) |
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43 | (1) |
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Engaging in a Private Dialogue: Developing a Career Map |
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43 | (3) |
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44 | (1) |
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44 | (2) |
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Elizabeth Harris: Looking Forward by Looking Back |
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46 | (2) |
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Nick Freeman: Spiraling Into a Career |
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48 | (3) |
| PART II: A FRAMEWORK FOR LEADERSHIP DEVELOPMENT |
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51 | (116) |
| Developing a Framework |
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53 | (1) |
| Personal Philosophy |
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54 | (2) |
| Vision |
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56 | (1) |
| Mission |
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57 | (2) |
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3 DEVELOPING, COMMUNICATING, AND LIVING A SCHOOL MISSION |
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59 | (16) |
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59 | (5) |
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64 | (2) |
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Reflecting on How to Develop, Communicate, and Live a School Mission |
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66 | (2) |
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Nick Freeman: Restoring the Lost Mission of Whitney Elementary School |
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68 | (7) |
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4 UNDERSTANDING AND PROMOTING SCHOOL CLIMATE AND CULTURE |
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75 | (26) |
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76 | (2) |
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78 | (2) |
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80 | (5) |
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81 | (1) |
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81 | (1) |
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82 | (1) |
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82 | (3) |
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Leading and Motivating Change |
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85 | (5) |
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Changing Attitudes and Values |
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86 | (2) |
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88 | (2) |
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Awareness Check on Climate and Culture |
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90 | (1) |
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Elizabeth Harris: Taking the Pulse of Central High |
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91 | (10) |
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5 KNOWING, FOCUSING, DEVELOPING, AND DELIVERING CURRICULUM |
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101 | (22) |
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102 | (2) |
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Begin With the Vision and Mission |
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104 | (1) |
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105 | (3) |
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108 | (6) |
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The Technology of the Teacher |
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108 | (3) |
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The Technology of the Machine |
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111 | (3) |
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Evaluation of Students and the Curriculum |
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114 | (2) |
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Reflecting on Your School's Curriculum |
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116 | (1) |
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Elizabeth Harris: Making Curriculum an Expression of Central's Mission |
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117 | (6) |
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6 WORKING WITH, SUPPORTING, AND SUPERVISING STAFF |
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123 | (26) |
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Working With Teachers and Other Staff |
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123 | (20) |
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123 | (4) |
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127 | (2) |
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Supporting Others Through Team Building |
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129 | (4) |
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Supporting Others Through Staff Development |
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133 | (4) |
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137 | (6) |
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Reflecting on Working With, Supporting, and Supervising Staff |
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143 | (1) |
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Nick Freeman: Investing in People as a Priority |
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144 | (5) |
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7 ASSESSING AND MONITORING STUDENT PROGRESS |
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149 | (18) |
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Leadership Matters to Student Achievement |
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150 | (1) |
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What Do Principals Really Need to Know About Assessment? |
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151 | (7) |
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153 | (2) |
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155 | (1) |
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156 | (1) |
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Evaluating Validity, Reliability, and Fairness |
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157 | (1) |
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Use Data to Improve Student Performance |
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158 | (3) |
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Reflecting on Assessing Student Progress |
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161 | (1) |
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Elizabeth Harris Discovers Ways in Which Test Results Advance Central's Mission |
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161 | (6) |
| PART III: CREATIVE AND CRITICAL THINKING |
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167 | (32) |
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169 | (16) |
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Current Events Are Not for Social Studies Teachers Only |
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169 | (3) |
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Intellectual Service and Self-Service |
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172 | (2) |
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174 | (1) |
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175 | (5) |
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Problem Solving Is a Group Activity |
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180 | (1) |
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181 | (1) |
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Nick Freeman: Beginning Problem Solving at Whitney |
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182 | (3) |
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185 | (14) |
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Becoming a School Leadership Expert: A Career Long Endeavor |
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185 | (2) |
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Leadership Tutorial: A Model for Pursuing Expertise |
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187 | (1) |
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Pursuing Expertise: Planning Your Own Leadership Tutorial |
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188 | (3) |
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Recommendations for Continual Development |
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191 | (3) |
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Elizabeth Commits to Continuous Professional Development |
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194 | (3) |
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197 | (2) |
| REFERENCES |
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199 | |
