Achieve success step by step The topic of management by wandering around is not new, but the authors' approach is fresh and timely. This current rendition based on the original work by Frase and Hetzel gives new and seasoned administrators smart, practical advice about what to do in critical school leadership circumstances. This text cites more than 20 well-constructed research studies that show how management by wandering around produces desirable outcomes, including: Higher student achievement Improved school culture Higher teacher efficacy Topics covered include developing meeting agendas,…mehr
Achieve success step by step The topic of management by wandering around is not new, but the authors' approach is fresh and timely. This current rendition based on the original work by Frase and Hetzel gives new and seasoned administrators smart, practical advice about what to do in critical school leadership circumstances. This text cites more than 20 well-constructed research studies that show how management by wandering around produces desirable outcomes, including: Higher student achievement Improved school culture Higher teacher efficacy Topics covered include developing meeting agendas, supervising instruction, dealing with marginal teachers, and creating safe campuses.
William A. Streshly is Emeritus Professor of Educational Leadership in the College of Education at San Diego State University (SDSU). Prior to coming to SDSU in 1990, he spent 25 years in public school administration, including five years as principal of a large suburban high school and 15 years as superintendent of several California school districts varying in size from 2,500 to 25,000 students. In addition to his numerous publications in the professional journals, Dr. Streshly is author or co-author of five practical books for school leaders, The Top Ten Myths in Education, Avoiding Legal Hassles (two editions), Teacher Unions and Quality Education, Preventing and Managing Teacher Strikes, and From Good Schools to Great Schools: What Their Principals Do Well. Currently, Professor Streshly is a Senior Lead Auditor for Curriculum Management Systems, Inc., an affiliate of Phi Delta Kappa International. He has audited the instructional operations of more than 40 school districts in 16 states. His intense interest in the role of effective school leadership stems from his own extensive experience as well as his in-depth observation of the work of hundreds of practicing school principals across the country.
Inhaltsangabe
List of Figures and Tables Foreword by Fenwick W. English Preface Acknowledgments About the Authors 1. Defining the MBWA Leader Personal Attributes and Beliefs of MBWA Leaders Examples of MBWA From History Examples of MBWA From Industrial and Educational Leaders The Research Base 2. School Leadership: What Matters Most "Great Man" Theory of Leadership The Trait Theory Modern Leadership Theories Assessing Your Leadership Style 3. Why Teachers Teach and Why They Leave Why Teachers Teach Why Teachers Leave 4. Why Teachers Stay Supportive Leadership of the MBWA Principal The Improvement Ethic 5. Promoting Quality Curriculum Through MBWA Quality of Curriculum Content Ensuring High-Quality Instruction Monitoring the Curriculum Caveats on Research 6. Getting Into Classrooms Research Supporting Frequent Principal Classroom Observations Conducting Informal Classroom Observations Informal Classroom Observation Protocols 7. Finding Time for MBWA The Research on How Principals Spend Their Time How MBWA Administrators Find the Time Time Management Myths Finding Time at Work for MBWA Meetings: Wasting Time Versus Making Progress Planning a Productive Meeting 8. Promoting Good Student Discipline and a Safe Campus Plan a Team Approach to Schoolwide Student Discipline Know the Board¿s Policies and Regulations Create a Student Discipline Plan Make the Campus Safe Supervise Adequately Establish Lines of Communication With the Police 9. Dealing With Unmet Expectations: Marginal and Incompetent Teachers The Day of Reckoning Analyzing Teacher Performance Dealing With Unsatisfactory Teachers: A Four-Phase Process Avoiding or Dealing Effectively With Grievances 10. Ensuring Due Process and Building the File Why Tenure? Due Process Documentation and File Building The Formal Disciplinary Memo Alternatives to the Dismissal Process Epilogue Resources Resource A: Elementary School Parent Survey Resource B: Secondary School Parent Survey Resource C: Summative Teacher Performance Evaluation Resource D: Teacher Self-Assessment Inventory of Skills and Interests References Index
List of Figures and Tables Foreword by Fenwick W. English Preface Acknowledgments About the Authors 1. Defining the MBWA Leader Personal Attributes and Beliefs of MBWA Leaders Examples of MBWA From History Examples of MBWA From Industrial and Educational Leaders The Research Base 2. School Leadership: What Matters Most "Great Man" Theory of Leadership The Trait Theory Modern Leadership Theories Assessing Your Leadership Style 3. Why Teachers Teach and Why They Leave Why Teachers Teach Why Teachers Leave 4. Why Teachers Stay Supportive Leadership of the MBWA Principal The Improvement Ethic 5. Promoting Quality Curriculum Through MBWA Quality of Curriculum Content Ensuring High-Quality Instruction Monitoring the Curriculum Caveats on Research 6. Getting Into Classrooms Research Supporting Frequent Principal Classroom Observations Conducting Informal Classroom Observations Informal Classroom Observation Protocols 7. Finding Time for MBWA The Research on How Principals Spend Their Time How MBWA Administrators Find the Time Time Management Myths Finding Time at Work for MBWA Meetings: Wasting Time Versus Making Progress Planning a Productive Meeting 8. Promoting Good Student Discipline and a Safe Campus Plan a Team Approach to Schoolwide Student Discipline Know the Board¿s Policies and Regulations Create a Student Discipline Plan Make the Campus Safe Supervise Adequately Establish Lines of Communication With the Police 9. Dealing With Unmet Expectations: Marginal and Incompetent Teachers The Day of Reckoning Analyzing Teacher Performance Dealing With Unsatisfactory Teachers: A Four-Phase Process Avoiding or Dealing Effectively With Grievances 10. Ensuring Due Process and Building the File Why Tenure? Due Process Documentation and File Building The Formal Disciplinary Memo Alternatives to the Dismissal Process Epilogue Resources Resource A: Elementary School Parent Survey Resource B: Secondary School Parent Survey Resource C: Summative Teacher Performance Evaluation Resource D: Teacher Self-Assessment Inventory of Skills and Interests References Index
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