Redefining Instructional Leadership: The Skills and Energy Required of an Instructional Leader focuses on instructional improvement and how school leaders must function as instructional leaders in order to help teachers improve their overall performance in teaching-because better teacher performance leads to greater student achievement.
Redefining Instructional Leadership: The Skills and Energy Required of an Instructional Leader focuses on instructional improvement and how school leaders must function as instructional leaders in order to help teachers improve their overall performance in teaching-because better teacher performance leads to greater student achievement.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
John R. Jones has been in education for over fifty years as a public-school teacher and principal. He has also served as a professor on educational leadership as well as a university vice president, graduate dean, and dean of a college of education. Misty Henry has taught for many years in public schools and has dedicated herself to being a master teacher. She has written and published numerous articles on teacher and student performance as well as lectured on, conducted, and published research on teacher excellence and instructional leadership.
Inhaltsangabe
Foreword Preface Acknowledgments Introduction Chapter 1. Redefining Instructional Leadership Chapter 2. Teachers Expectations of Principals as School Leaders Chapter 3. Students Assessment of Quality Teaching Chapter 4. Is There an Instructional Leader in the School Chapter 5. Teachers Need More Supervision Not Evaluation Chapter 6. Redefining Professional Development Chapter 7. Movement and Learning in the Classroom About the Authors
Foreword Preface Acknowledgments Introduction Chapter 1. Redefining Instructional Leadership Chapter 2. Teachers Expectations of Principals as School Leaders Chapter 3. Students Assessment of Quality Teaching Chapter 4. Is There an Instructional Leader in the School Chapter 5. Teachers Need More Supervision Not Evaluation Chapter 6. Redefining Professional Development Chapter 7. Movement and Learning in the Classroom About the Authors
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