Written for head teachers, both new and experienced, Improve Learning by Building Community provides a blueprint for building effective learning communities committed to partnering with both the internal school community-faculty and staff-and the external school community-families, community organizations and service agencies, and school council educators. Based on research and best practices, the book helps school administrators articulate and implement a vision that utilizes community-wide support and participation to support student learning and achievement. Reflecting the author's work…mehr
Written for head teachers, both new and experienced, Improve Learning by Building Community provides a blueprint for building effective learning communities committed to partnering with both the internal school community-faculty and staff-and the external school community-families, community organizations and service agencies, and school council educators. Based on research and best practices, the book helps school administrators articulate and implement a vision that utilizes community-wide support and participation to support student learning and achievement. Reflecting the author's work with head teachers, this resource provides case studies in each chapter with Practical Tips, Points for Practice, and Points to Ponder and provides specific guidance in areas such as: - Shaping a school culture that supports teamwork - Examining and understanding the external environment - Working with parents and community organizations - Honoring all school staff members, at all levels - Drawing on community support services - Collaborating with council staffHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
John C. Daresh is Professor of Educational Leadership at the University of Texas at El Paso. Over the years, he has held faculty or administrative appointments at the University of Cincinnati, The Ohio State University, the University of Northern Colorado, and Illinois State University. He has also worked as a consultant on high school reform and administrator professional development for universities, state departments of education, national and state professional associations, and individual schools and districts across the United States, and also in Barbados, Canada, France, Holland, Israel, Turkey, South Africa, and Taiwan. By far, the bulk of Daresh's international service has been in the United Kingdom where he served an advisor and trainer for the School Management Task Force that developed and promoted support programs for beginning headteachers, the National College for School Leadership, the Welsh Office of Education, the North West Network for Diploma Development in Cheshire, Manchester Metropolitan University, the University of Lincoln, the University of Hull, CREATE Consultancies, and literally dozens on Local Education Authorities and individual schools across England and Wales. Daresh recently completed three years of service as the lead consultant on principal mentoring programs for the Chicago Public Schools as that megadistrict was faced with the challenge of bringing in mostly inexperienced principals to serve in nearly of the school system's elementary and high schools.
Inhaltsangabe
Preface Acknowledgments About the Authors 1. It All Begins With You General Information About Educational Platforms A Normative Use of a Platform Returning to Motley Elementary School Points for Practice References 2. Creating a Shared Vision Developing a Vision Articulating the Vision Implementing the Vision Monitoring the Vision Creating a Vision: Returning to Carpenter Middle School Chapter Summary Points for Practice References 3. Foundations for Community Building Definitions Operationalizing Community Beyond Structure Returning to the Administrative Team at Ridgmoor Middle School Chapter Summary Points for Practice References 4. Focusing on Culture Is More Than Good Manners On Climate and Culture Development of Culture and Climate Research Putting the Theory Into Practice Returning to Manchester Chapter Summary Points for Practice References 5. Studying Your External Environment Analytic Framework Historical Thumbnail for the Riverport Community and Hilley High School Structural Dimension of Riverport Human Resource Dimension of Riverport Political Dimension of Riverport Symbolic Dimension of Riverport Back to Pete Chapter Summary Points for Practice References 6. Working With Community Groups and Parents Parent Concerns Community Concerns Returning to Cheshire School Chapter Summary Points for Practice Reference Additional Suggested Resources 7. Seeing Your Invisible Heroes Security Staff Office Workers Custodial Staff Food Service Workers Chapter Summary Points for Practice References 8. Services in the Community Students in Physical Danger Drug or Substance Abuse Student Mental or Physical Health Family Turmoil Returning to La Casa Blanca Schools and Bustamente Elementary Chapter Summary Points for Practice 9. Support From Central Administration What Makes It Hard to Change Schools? Key People to Keep Informed Chapter Summary Points for Practice References Index
Preface Acknowledgments About the Authors 1. It All Begins With You General Information About Educational Platforms A Normative Use of a Platform Returning to Motley Elementary School Points for Practice References 2. Creating a Shared Vision Developing a Vision Articulating the Vision Implementing the Vision Monitoring the Vision Creating a Vision: Returning to Carpenter Middle School Chapter Summary Points for Practice References 3. Foundations for Community Building Definitions Operationalizing Community Beyond Structure Returning to the Administrative Team at Ridgmoor Middle School Chapter Summary Points for Practice References 4. Focusing on Culture Is More Than Good Manners On Climate and Culture Development of Culture and Climate Research Putting the Theory Into Practice Returning to Manchester Chapter Summary Points for Practice References 5. Studying Your External Environment Analytic Framework Historical Thumbnail for the Riverport Community and Hilley High School Structural Dimension of Riverport Human Resource Dimension of Riverport Political Dimension of Riverport Symbolic Dimension of Riverport Back to Pete Chapter Summary Points for Practice References 6. Working With Community Groups and Parents Parent Concerns Community Concerns Returning to Cheshire School Chapter Summary Points for Practice Reference Additional Suggested Resources 7. Seeing Your Invisible Heroes Security Staff Office Workers Custodial Staff Food Service Workers Chapter Summary Points for Practice References 8. Services in the Community Students in Physical Danger Drug or Substance Abuse Student Mental or Physical Health Family Turmoil Returning to La Casa Blanca Schools and Bustamente Elementary Chapter Summary Points for Practice 9. Support From Central Administration What Makes It Hard to Change Schools? Key People to Keep Informed Chapter Summary Points for Practice References Index
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