Everything you need to know regarding the leadership role of teacher leaders in school improvement, managing change and improving learning are covered. The book starts by reviewing some original research on the role of teacher leaders in schools and then addresses the skill sets needed by teacher leaders: state and federal frameworks, coaching for effective instruction, selecting and mentoring, managing change, managing resources for student learning, and school improvement.
Everything you need to know regarding the leadership role of teacher leaders in school improvement, managing change and improving learning are covered. The book starts by reviewing some original research on the role of teacher leaders in schools and then addresses the skill sets needed by teacher leaders: state and federal frameworks, coaching for effective instruction, selecting and mentoring, managing change, managing resources for student learning, and school improvement.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Daniel R. Tomal, Ph.D.is a Professor at Concordia University Chicago teaching educational leadership. He is a consultant and an author of twelve books such as Action Research for Educator, Challenging Students to Learn, Resource Management for School Administrators (with Craig Schilling), Managing Human Resource and Collective Bargaining (with Craig Schilling) and Leading School Change: Maximizing resources for school improvement (with Craig Schilling and Margaret Trybus) by Rowman & Littlefield Education, and has made guest appearance on many national radio and television shows. Craig A. Schilling, Ed.D. is an Associate Professor at Concordia University Chicago teaching education finance, law, human resources and school business management. He is author of Resource Management for School Administrators (with Dan Tomal), Managing Human Resource and Collective Bargaining (with Dan Tomal) and Leading School Change: Maximizing resources for school improvement (with Craig Schilling and Margaret Trybus) by Rowman & Littlefield Education He has served on a number of state and national associations and spoken at state, national and international conferences. Robert Wilhite, Ed.D. is a Professor and the Department Chair for Leadership at Concordia University Chicago. He teaches educational law, instructional leadership, supervisory practices, and school evaluation change processes. He is a former elementary, middle school, and high school principal, associate superintendent for curriculum and instruction, and superintendent of schools. He has most recently published articles on homeless students and adaptive leadership, "Chicago HOPES: Eliminating Educational Roadblocks for Homeless Students, "American School Board Journal, May 2011, "Applying Adaptive Leadership to Sustain K-12 District Initiatives and Challenges," International Journal of Educational Leadership Preparation, Vol. 5 No. 3, 2010. He has facilitated training programs for the Midwest Principal Center and consulted with school districts across northern Illinois. He currently serves on the Illinois Licensure Board, Principal Review Panel, evaluating the design of university principal preparation programs in Illinois.
Inhaltsangabe
Foreword Acknowledgments Introduction Chapter 1 Defining the Teacher as Leader Objectives Informal and Formal Teacher Leaders The Need for Teacher Leaders Shared Leadership and School Improvement State Initiatives in Teacher Leadership Summary Case Study Exercises and Discussion Questions References Chapter 2 The Nature of Teacher Leaders Objectives Teacher Leader Pathways Teacher Leader Roles and Functions Successful Leadership Factors A Study of Teacher Leader Core Competencies Summary Case Study Exercises and Discussion Questions References Chapter 3 Standards Based Teacher Leadership Objectives National Leadership Standards The Seven Teacher Leader Model Standards Summary Case Study Exercises and Discussion Questions References Chapter 4 Selecting, Coaching and Mentoring Objectives Interviewing and Selecting Applicants Orienting, Coaching, and Mentoring Employees Understanding Employment Laws when Coaching Summary Case Study Exercises and Discussion Questions References Chapter 5 Leading and Motivating Objectives Leading Team Members Motivating Team Members Building Teamwork and Accountability Summary Case Study Exercises and Discussion Questions References Chapter 6 Communicating, Collaborating, and Evaluating Objectives Communicating with Team Members Effective Nonverbal Communication Effective Verbal Communication Managing conflicts and building collaboration Conducting Performance Evaluations Summary Case Study Exercises and Discussion Questions References Chapter 7 Managing Change Objectives The Need for Change Teacher Leaders as Change Agents Change Skills for Teacher Leaders Executing Change - Trends and Challenges Summary Case Study Exercises and Discussion Questions References Chapter 8 Managing Resources to Promote Student Learning Objectives Resources and Student Achievement Allocating and Managing Resources Managing Technology Summary Case Study Exercises and Discussion Questions References Chapter 9. School Improvement and Teacher Leadership Objectives Models for School Improvement Critical Issues in Promoting School Improvement Establishing and Obtaining Accountability Summary Case Study Exercises and Discussion Questions References Epilogue Appendix A - Teacher Leader websites Appendix B - Teacher Leader Model Standards Appendix C - Technology Standards for School Administrators Appendix D - ISLLC standards Appendix E - ELCC standards Appendix F - InTASC standards About the Authors Index
Foreword Acknowledgments Introduction Chapter 1 Defining the Teacher as Leader Objectives Informal and Formal Teacher Leaders The Need for Teacher Leaders Shared Leadership and School Improvement State Initiatives in Teacher Leadership Summary Case Study Exercises and Discussion Questions References Chapter 2 The Nature of Teacher Leaders Objectives Teacher Leader Pathways Teacher Leader Roles and Functions Successful Leadership Factors A Study of Teacher Leader Core Competencies Summary Case Study Exercises and Discussion Questions References Chapter 3 Standards Based Teacher Leadership Objectives National Leadership Standards The Seven Teacher Leader Model Standards Summary Case Study Exercises and Discussion Questions References Chapter 4 Selecting, Coaching and Mentoring Objectives Interviewing and Selecting Applicants Orienting, Coaching, and Mentoring Employees Understanding Employment Laws when Coaching Summary Case Study Exercises and Discussion Questions References Chapter 5 Leading and Motivating Objectives Leading Team Members Motivating Team Members Building Teamwork and Accountability Summary Case Study Exercises and Discussion Questions References Chapter 6 Communicating, Collaborating, and Evaluating Objectives Communicating with Team Members Effective Nonverbal Communication Effective Verbal Communication Managing conflicts and building collaboration Conducting Performance Evaluations Summary Case Study Exercises and Discussion Questions References Chapter 7 Managing Change Objectives The Need for Change Teacher Leaders as Change Agents Change Skills for Teacher Leaders Executing Change - Trends and Challenges Summary Case Study Exercises and Discussion Questions References Chapter 8 Managing Resources to Promote Student Learning Objectives Resources and Student Achievement Allocating and Managing Resources Managing Technology Summary Case Study Exercises and Discussion Questions References Chapter 9. School Improvement and Teacher Leadership Objectives Models for School Improvement Critical Issues in Promoting School Improvement Establishing and Obtaining Accountability Summary Case Study Exercises and Discussion Questions References Epilogue Appendix A - Teacher Leader websites Appendix B - Teacher Leader Model Standards Appendix C - Technology Standards for School Administrators Appendix D - ISLLC standards Appendix E - ELCC standards Appendix F - InTASC standards About the Authors Index
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