Title

 Here are research-based activities to help lead your staff through McEwan's seven steps:     Δ 1.  Establish, implement, and achieve academic standards     Δ 2.  Be an instructional resource for your staff     Δ 3.  Create a learning-oriented school culture and climate     Δ 4.  Communicate your school's vision and mission to staff and students     Δ 5.  Set high expectations for your staff and yourself     Δ 6.  Develop teacher leaders     Δ 7.  Develop and maintain positive relationships with students, staff, and parents.

Title

Title

Title

Title

Title

Title

Enhancing School Culture to Improve Student Achievement: The Missouri Vertical Team Project

Title

Title

2002

Title

Title

Title

Title

ASCD

Title

Title

Title

Title

Title

Title

Title

Title

Title

Title

1993

Title

Title

Title

Title

Title

What Current Research Says to the Middle Level Practitioner

SI128

Title

Title

Title

Title

Title

Title

Title

Title

Title

Title

Title

Title

Title

This guide has two primary objectives.  The first objective is to explain how afterschool programs can provide assistance to principals when their school is moving toward improvement, addressing achievement gaps, supporting a population of English language learners, helping struggling learners, or addressing other goals.  A second objective is to provide practical tools and tips that a principal can use to seamlessly support the establishment or improvement of an afterschool program associated with the school.

Title

Title

This book answers those questions an describes in abundant, practical detail how five school systems overcame obstacles and achieved exceptional results for all their students.  Supplementing the five case studies, brief vignettes written by practitioners show how core practices-teamwork, the use of achievement data, and planning for measurable goals-made an immediate and profound difference in student learning at their respective schools.

Tables, figures and appendixes illustrate effective data-collection processes; and at the conclusion, a three-part synthesis of the best of these systems provides practical steps toward implementing this radically more effective approach to school improvement.

Title

Title

These authors agree on many of the best strategies for raising student achievement and support the premise that students would be better served if educators:  ◊ Embrace learning rather than than teaching as their school's mission,   ◊ Work collaboratively to help all students learn,   ◊ Use formative assessments and a focus on results to foster continuous improvement,   ◊ Assume individual responsibility to take steps to create such schools.

Their differences also emerge regarding their perspectives on the most effective strategies.

Title

Title

Today's principal must balance a seesaw.  On one end are stacked the needs and expectations of teachers, pupils and parents; on the other, the needs and expectations of district administrators, the school board, and, by extension, state and federal governments.  challenging socioeconomics conditions affect students and their families, which complicates this balancing act.

In this short guide, five basic questions serve as a framework for discussing the evaluation of school principles: What is the purpose of evaluation?  Who should evaluate?  What should we evaluate? What standards of criteria should we use?  What evidence should we consider?

Title

Kaplan and Owings show principals, superintendents, and other instructional leaders how to increase student achievement by hiring high-quality teachers and supporting their professional practice.  This book presents research on how high-quality teachers affect student achievement and explains why teachers and teaching quality matter if schools are to teach all children to high levels.  Chapters discuss issues that affect teacher quality, including strong content knowledge, teacher licensing and certification practices, and recruitment and retention concerns.  The authors also carefully review how teachers' best instructional practices affect student achievement, essential factors in teaching for learning, what quality teaching "looks like" in action, the effect of the class size, and how effective professional development strengthens best practices.

Title

Title

Title

Title

Title

The workshops in this guide are designed to stimulate exploration, discussion, and sharing in a collaborative setting.  An individual may also use the videotapes and exercises for personal reflection and self-assessment.  Both the workshop and individual settings are designed to enable participants to (1) establish an personal plan to develop the skills essential to a principal, and (2) stimulate them to act on that plan.

Title

Title

Title

Title

Title

Title

Title

Title

1.  What is shared decision making, and how does it differ from the traditional way of making decisions in schools?

2.  How does shared decision making affect various school roles?     Δ Students     Δ Teachers     Δ Administers     Δ Classified or support staff     Δ The community (parents, business leaders, etc.)     Δ Board of education

3.  How does a school implement shared decision making?

Title

1.  One district's model for shared decision making.     2.  The new roles and responsibilities of teachers, parents, staff members, and administrators.     3.  The staff development and training needed by all those involved in shared decision making.     4.  The process of consensus building, through established effective communication network

Title

Title

The Facilitator's Guide will help you lead a 4-hour workshop based on the discussion video.  It includes:     ◊ An introduction to the program     ◊ Guiding questions     ◊ Small-group and full-group activities     ◊ Materials suitable for overheads or replicaton

Title

Title

Title

Title

Title

Title

Title

Title

Title

Title

Title

Part One:     - Understanding the Change Process.     - The Nature and Impact of Collaborative Cultures.     - Strategies for Teachers to Develop Collaborative Cultures.

Part Two:     - Strategies for Principals as Leaders of Change.     - Moving Forward to Recreate the Schools We Need.

Program 2  -  Going Beyond Schools into the Community:

Part One:     - The Modern Context of Schools.     - Going Deeper: Purpose, Passion and Emotion, and Hope.     - Going Wider: Engaging External Forces.

Part Two:     - Teachers Getting Out There.     - Principals Getting Out There.     - Life Lines of Hope: Governments, Parents, Unions, Businesses and Citizens.

Title

Program 2:   Bringing Students to Higher Levels of Success:     1. Witness the impressive results of Professional Learning Communities in urban, suburban, and rural areas at the elementary, middle and high school levels.     2. See how educators increase learning by committing to a mission, a vision of where that mission will take them, values or shared commitments to action, and goals that direct their success.     3. Learn how the Pyramid of Interventions at, Adlai E. Stevenson High School in Lincolnshire, Illinois, draws every student to success.     4. Observe total school improvement at schools in Virginia and Connecticut that positively impact students.

Title

Title

Title

Focus on staff and  student learning by building a Professional Learning Community within your school.   

Δ Enable classroom success by focusing on Learning, Collaboration, and results.     Δ Establish your school's learning cornerstones of Mission, Vision, Values, and Goals.     Δ Address the   CriticalQuestions:     -----1.   If all children can learn, what is it that we want them to learn?     -----2.   How are we going to know if they have learned it?     -----3.   As a school, how are we going to respond when students don't learn it?

Program 2  -  Effective Leadership

Explore deeply your role as the leader of your school, and how your actions as principal impact student achievement.

Δ As a Leader of Learning, learn how to:   ----- Guide student success by managing the  learning.    ----- Maximize teacher effectiveness by managing resources.     Δ Create a learning community by focusing on culture and collaboration.

Program 3  -  Facilitating School Improvement

Achieve overall school success by building a culture of learning, teaching, and achievement excellence in all aspects of the elementary environment.                   

Δ Implement the Professional Learning Community in order to maximize teacher and student achievement.  Δ Facilitate teacher improvement to guarantee results.

A school's failure or success depends on the principal's leadership.  Since learning is a school's primary focus, effective principals are essential in order for high-quality learning to occur school-wide.  Consequently, principals must make all of their decisions through the lens of student learning.

Title

Title

The components of a quality school; meaningful relationships in the school and the fulfillment of psychological needs are essential in order for a school to enter a student's quality world; the management ideas of Deming in America influenced quality in Japanese industry; Deming's plan begins with the removal of fear and coercion; control theory and the satisfaction of psychological needs explains why removing coercion is necessary.

How schools are creating the conditions of quality; replacing coercion in quality schools; a quality school has observable characteristics of caring, trusting in an environment where it is safe to take risks; samples of effective alternative approaches to student discipline are given; samples of upcoming video journal topics.