Learner centered Principalship

Reminds us that all actions of the principalship must be directed to the basic end of improvement of the learning in the school and that despite limits imposed by collective bargaining and other constraints the principalship must return to ...

Learner centered Principalship

Reminds us that all actions of the principalship must be directed to the basic end of improvement of the learning in the school and that despite limits imposed by collective bargaining and other constraints the principalship must return to its original role of principal teacher.

The Instructional Leadership Toolbox

This updated resource provides principals and other school administrators with the tools needed to become effective instructional leaders, build teamwork, and boost student achievement.

The Instructional Leadership Toolbox

This updated resource provides principals and other school administrators with the tools needed to become effective instructional leaders, build teamwork, and boost student achievement.

The Emerging Principalship

For example, being a principal in Texas means that an individual can demonstrate knowledge, skills,and commitment to the following seven standards (State BoardforEducator Certification, 1999): Learner-Centered Values and Ethics of ...

The Emerging Principalship

This book makes a distinction between the "principal" - the man or woman who occupies the position - and the "principalship", the entire leadership function which, although overseen and coordinated by the principal, also includes activities of assistant principals, teachers, counselors, and others. It explains and applies the 21 domains recommended by the National Policy Board and demonstrates how they relate to the ISLLC standards.

Introduction to the Principalship

Learning. Relationships between teachers and students affect both students« academic achievement and the way they see ... Perhaps a principal«s most important challenge is establishing a student-centered learning culture in each school: ...

Introduction to the Principalship

The latest leadership textbook from respected author team Kaplan and Owings explores how principals can effectively build a culture around student achievement. Introduction to the Principalship helps aspiring principals understand how to develop a vision for improvement, make decisions and manage conflict, build teachers’ capacity, communicate, monitor the organization’s performance, and create a school climate of mutual respect. This important book provides readers with various leadership concepts to inform their practice, as well as the cognitive and practical tools to evaluate and prioritize what leadership actions to take. Each chapter offers opportunities for readers to create personal meaning and explore new ways of doing leadership to advance a positive, person-focused environment. Providing both the theoretical framework and skills for effective practice, Introduction to the Principalship addresses the issues most urgent and relevant for educational leadership graduate students learning how to build a school culture that promotes every student’s success. Special Features: • Learning Objectives—chapter openers introduce the topic and initiate student thinking. • Reflections and Relevance —interactive exercises, role plays, class activities, and assignments help readers think about content in personally meaningful ways, facilitate understanding of chapter content, and help transfer leadership thinking to action in their own schools. • ISLLC Standards—each chapter is aligned to the 2015 Interstate School Leadership Licensure Standards. • Companion Website—includes links to supplemental material, additional readings, and PowerPoints for instructors.

The Principal s Guide to Curriculum Leadership

"This handbook synthesizes the best of educational research in an easily accessible format.

The Principal   s Guide to Curriculum Leadership

"This handbook synthesizes the best of educational research in an easily accessible format. Educators will find it an effective roadmap for leading their schools to organizational excellence, effective instruction, and optimum student achievement." —Brenda P. Dean, Assistant Superintendent Hamblen County Schools, Morristown, TN "The author clearly makes the case for the principal to be THE instructional and curricular leader of his or her school site. Principals who embrace this CAN and WILL make the difference for students!" —Marianne L. Lescher, Principal Kyrene Elementary School District, Tempe, AZ Practical guidance for spearheading curriculum development and change This comprehensive guide walks principals through the curriculum development and renewal process with encouragement, hitting the hard issues of doing more with less, integrating technology, overcoming resistance to change, and improving student outcomes. The authors incorporate the Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituent Council (ELCC) standards for principals as they relate to curriculum leadership. Highlights include step-by-step guidance for: Developing a culture that is conducive to curriculum advancement Working collaboratively with personnel Integrating state and national standards into school curriculum Maximizing professional development opportunities Connecting curriculum to instruction The Principal′s Guide to Curriculum Leadership is ideal for practicing and aspiring public and private school administrators. Special features include discussion questions, case studies, activities, specialized curriculum models, resources, and references.

Reframing Transformational Leadership

6 percent moved to a different school (“movers”), and 12% left the principalship (leavers) . ... The argument presented in this paper is that the central task of learner-centered leaders is to be engaged with others in learning.

Reframing Transformational Leadership

One of the more common causes of school system failure is the absence of effective leadership. Ideally, school leaders are supposed to be the change agents and facilitators whose primary mission is to improve school culture and bring about the effective transformation that leads to a model Professional Learning Community (PLC). School leaders must focus on developing human capital by working collaboratively with teachers, students, and all who are involved within the system. Effective school leadership has been examined from a variety of perspectives, with the focus ranging from the principles of servant leadership to moral imperatives and distributed perspectives. The debate on what constitutes effective school leadership continues to be wide-ranging and complex. Today’s research scholarship will be the groundwork for how tomorrow’s schools develop a new breed of leadership. Upcoming leaders will face new, unforeseen challenges, so they must re-evaluate strategies and re-work standard processes, in order to promote sustainable development within their respective school systems. Tomorrow’s leaders will be expected to lead a diverse collective of students and teachers, to foster an enduring and empowering culture among students, teachers and other stakeholders committed to build a successful learning community.

An Analysis of the Aspiring Principal Preparation Programs Provided by Florida School Districts

They shift the center of gravity in school leadership from management and administration to learning and school ... they present a tightly focused set of ideas that help refocus the principalship on learner-centered leadership. 6.

An Analysis of the Aspiring Principal Preparation Programs Provided by Florida School Districts

The purpose of the study was to identify the basis of the aspiring principal preparation program (APPP) components Florida school districts provide to their aspiring principals and their relationship, if any, to the state and ISLLC Standards. A total of 50 school districts in Florida participated in this study. The research was guided by the following questions: To what extent do the Florida school districts provide a formal APPP to their current assistant principals? (b) Upon what are the formal APPPs for current assistant principals based: the Florida Principal Competencies (FPCs), the Interstate School Leaders Licensure Consortium (ISLLC) Standards, or another source? (c) To what extent do the school district APPPs in the 67 Florida districts have component requirements that include professional development, mentoring, and a performance-based experience? and (d) Are there differences among the APPP components provided by Florida school districts of various sizes? The findings of the study were found through an examination of quantitative and qualitative data that were collected from the Florida Aspiring Principal Program Assessment (FLAPPA) survey and the school districts' APPP brochures located on their websites. This study supported the following conclusions: (a) 75% of the school districts in Florida do provide an APPP for their aspiring principals, (b) the FPCs and the ISLLC Standards are a part of the bases of the components found in APPPs provided by Florida school districts, (c) Florida school districts do provide APPPs that include components of a mentor principal, a performance-based experience, and professional development, (d) very large-sized school districts with a population over 100 thousand students contained the largest percentage of standards-based components in the APPP; small-sized school districts with a population of under 7 thousand students contained the least percentage of standards-based components in the APPP, (e) school districts in Florida recognized the need to modify and were in the process of modifying their APPPs according to the new Florida leadership standards, especially the component of technology, and (f) a lack of funding, time, and assessment were identified as APPP weaknesses and components in need of improvement. Recommendations of this study included: (a) further research on Florida school districts redesign of their APPP components to identify whether or not the components are based upon the new Florida Leadership Standards, especially technology; and the ISLLC educational standards; and (b) further research on Florida school districts providing a mentor principal and support team; professional development, and a performance-based experience to their current assistant principals who participate in an APPP, thus ensuring best practices in the APPP and improving the quality of their future principals.

Passing the Principal as Instructional Leader TExES Exam

... like a learner-centered principal. Many students find it difficult to make the transition from thinking like a teacher to thinking, reflecting, reacting, and responding like a principal. All the knowledge in the world is useless if ...

Passing the Principal as Instructional Leader TExES Exam

The premier guide to acing the exam—completely revised! The toughest test in Texas has been updated—and so has this best-selling preparation book. As you explore each element of the exam’s new structure—eleven competencies within six domains—you’ll make the transition from thinking like a teacher to reflecting, reacting, and responding like a learner-centered principal. Features of the third edition include: An overview of the updated TExES philosophy In-depth analysis of the new domains and competencies Real-life stories and applications Test-taking strategies—online and offline Tips for time management and stress relief before, during, and after the exam

Passing the Principal TExES Exam

... will supply needed supplemental resources for the knowledge base , but it is not intended to substitute for a master's degree . It will focus , however , on the philosophy necessary to " think " like a learner - centered principal .

Passing the Principal TExES Exam

This definitive handbook to success on the Texas TExES certification exam for prospective principals masterfully highlights the key elements necessary to boost performance and enhance outstanding school leadership.

The Potency of the Principalship Action Oriented Leadership at the Heart of School Improvement

communities that value technology and all it has to offer student-centered learning and vice versa (Kazakoff & Mitchell, 2017). These standards set the tone for a school leader's work. When examined and put into action, the standards ...

The Potency of the Principalship  Action Oriented Leadership at the Heart of School Improvement

This book examines the diverse responsibilities of the 21st century principal, who is tasked with continuous school improvement. Recognizing that principals must lead educators and staff in all facets of school life, this book reviews research-based strategies, practices and theories that can be readily translated into the enhanced praxis. The authors present an in-depth analysis into principal identity, working effectively with families, how a collaborative school culture can offer dividends, helping teachers educate an increasingly diverse student body, and successful instructional leadership approaches. Additional emphasis is placed on school law, teachers’ unions, hiring and evaluation, budgeting, curriculum and program assessment, professional development, and the use of technology. Notably, throughout their investigation, the authors bear in mind cutting-edge practices that can be employed in these areas to leverage the best from schools and those that inhabit their halls. The reader will be left with an expanded understanding of principal practices that directly and indirectly improve student achievement as well as a resource section for further consideration and use.

The Jewish Educational Leader s Handbook

An intellectual trip into the work lives of school Principals judged to be out of the ordinary by their peers . ... Webster , W.G. , Sr. Learner - Centered Principalship : The Principal as Teacher of Teachers .

The Jewish Educational Leader s Handbook

Classroom teaching. it addresses supplementary school settings and features a Noticeably larger section devoted to the growing day school sector.

Beginning the Principalship

a retired principal whose advice to the new principals about just “keeping a lid on things” had become obsolete. ... shift away from teacher-centered instruction to learner-centered instruction and student engagement with an emphasis on ...

Beginning the Principalship

Principals are today’s newest superheroes, and every superhero needs a mentor. Daresh and Alexander offer encouragement in a practical hands-on guide to help principals navigate the challenges of leadership. Discover how to: Drive student learning as the primary mission of the school Deal with others’ expectations of you as principal Master the technical skills needed to run an efficient school Create and clarify a personal professional growth plan Work effectively with the greater community and parents Celebrate instructional and non-instructional staff in a positive school culture Don’t just survive. Read this guide and thrive!

Resources in Education

( RJM ) port of Education gopher and web sites , and the National Association of Secondary School Principals ' Web ... Appended are brief excerpts from “ Learner- Centered Schools : A Vision for Texas Educators " and the " Interview ...

Resources in Education


Research in Learning and Teaching in Educational Leadership

This collection of award-winning research in Learning and Teaching in Educational Leadership is sponsored by the Learning and Teaching in Educational Leadership Special Interest Group of the American Educational Research Association (LTEL ...

Research in Learning and Teaching in Educational Leadership

This collection of award-winning research in Learning and Teaching in Educational Leadership is sponsored by the Learning and Teaching in Educational Leadership Special Interest Group of the American Educational Research Association (LTEL SIG of AERA). The research includes superintendent preparation, a grow-your-own principal program, and an investigation into the instructional leadership practices of principals with respect to special education. The LTEL SIG brings together professors and graduate students of educational leadership and administration, discipline specialists, educational theorists, curriculum developers, instructional technology specialists, learning specialists, educational researchers, classroom experts, practitioners, policy makers, and others concerned with Learning and Teaching in Educational Leadership.

Leading Student Centered Coaching

Figure 6.5 provides some guidance on how to keep the dialogue focused and productive. THE COACH'S ROLE The sole purpose of having coaches is to work with teachers to help improve outcomes for students. But like the principalship, ...

Leading Student Centered Coaching

Essential leadership moves for supporting instructional coaching in your school Strong leadership is essential in any successful instructional coaching effort. This action-oriented guide provides principals and district leaders with the background, practices, and tools required for leading coaching efforts that have a measurable impact on student and teacher learning. Filled with ideas that school leaders can easily apply, this book includes: Tools and techniques for preparing a school for coaching, launching a coaching culture, and supporting coaches Leadership moves and lessons from the field that provide strategies for building principal and coach partnerships Recommendations for coaches to use as they strive to increase their impact

Dealing with Difficult Teachers

Learner-centered principalship: The principal as teacher of teachers.Westport, CT:Praeger Publishers. Whitaker,M. E. (1997). Principal leadership behaviors in school operations andchange implementationsin elementary schools inrelation ...

Dealing with Difficult Teachers

This book provides tips and strategies to help school leaders improve, neutralize, or eliminate resistant and negative teachers. Learn how to handle staff members who gossip in the teacher's lounge, consistently say "it won't work" when any new idea is suggested, send an excessive number of student to your office for disciplinary reasons, undermine your efforts toward school improvement, or negatively influence other staff members. Don’t miss the revised and expanded third edition of this best-seller!

Meaningful Urban Education Reform

We believe that vibrant school cultures are associated with positive outcomes for students and that student- centered principals are an important element of this mix. Our perspective draws from Danzig's (1999) view that student-centered ...

Meaningful Urban Education Reform

Summarizes findings of a long-term study of math and science education reforms in Chicago, El Paso, Memphis, and Miami. Based on a three-year study of the National Science Foundation’s Urban Systemic Initiative, Meaningful Urban Education Reform is an overview of recent attempts to change teaching in mathematics and science in urban environments. The book evaluates the impact of educational reform on urban schools, determines how schools with the highest levels of poverty in the United States can make successful changes, and investigates how communities and policy makers contribute to student achievement. Contributors provide compelling portraits of classrooms, teachers, and students in elementary, middle, and high schools through case studies and examples from intensive research in four locations: Chicago, El Paso, Memphis, and Miami. They interviewed, observed, and gathered information from district administrators, school principals, teachers, students and their parents, and community members. The book provides valuable insight into how systemic reform works, offers suggestions regarding assessment of successful learning environments, and addresses the need for intensive, long-term professional development for the purpose of engaging teachers with their colleagues in communities of practice supported by a strong school culture. Kathryn M. Borman is Professor of Anthropology and Associate Director of the David C. Anchin Center at the University of South Florida. She has collaborated on and coedited numerous books, including Ethnic Diversity in Communities and Schools: Recognizing and Building on Strengths (with M. Yvette Baber and Associates); Adolescent Years: Social Influences and Educational Challenges (coedited with Barbara Schneider); and Changing American Education: Recapturing the Past or Inventing the Future? (coedited with Nancy P. Greenman), also published by SUNY Press.

Countdown to the Principalship

How Successful Principals Begin Their School Year Tom Bellamy, Jackie Provenzano, Anne O' Rourke ... K. Borman, B. Jones, & W. Wright (Eds.), Learner-centered leadership: Research, policy, and practice. Mahwah, NJ: Lawrence Erlbaum.

Countdown to the Principalship

This book displays tools and templates for planning, organizing, and monitoring a beginning principal's daily tasks.

Countdown to the Principalship

K. Borman, B. Jones, & W. Wright (Eds.), Learner-centered leadership: Research, policy, and practice. Mahwah, NJ: Lawrence Erlbaum. Bellamy, G. T., Fulmer, C. L., Murphy, M. J., & Muth, R. (2007). Principal accomplishments: How school ...

Countdown to the Principalship

This book displays tools and templates for planning, organizing, and monitoring a beginning principal's daily tasks.

The Principal

... 45 Student growth objectives (SGOs): drawbacks of, 45–46; as part of focused collaboration, 45 Student learning: importance of principals to, 10; principals' effect on, 57–63 Student-Centered Leadership (Robinson), 57–59 Students, ...

The Principal

The author of "Six Secrets of Change" describes how and why the principal's role must change to maximize student achievement. Includes a free professional development guide.