05080oam 2200745I 450 991082220410332120240402002614.01-138-13675-11-317-91930-01-315-85264-01-317-91931-910.4324/9781315852645 (CKB)2550000001164299(EBL)1565814(OCoLC)864414749(SSID)ssj0001059873(PQKBManifestationID)12432153(PQKBTitleCode)TC0001059873(PQKBWorkID)11079889(PQKB)10476918(MiAaPQ)EBC1565814(Au-PeEL)EBL1565814(CaPaEBR)ebr10809841(CaONFJC)MIL546283(OCoLC)863670356(EXLCZ)99255000000116429920180706d2013 uy 0engur|n|---|||||txtccrInstructional leadership for school improvement /Sally J. Zepeda1st ed.New York :Routledge,2013.1 online resource (183 p.)"First published 2003 by Eye On Education"--T.p. verso.1-930556-72-1 1-306-15032-9 Includes bibliographical references.Cover; Title Page ; Copyright Page ; Dedication; About the Author; Acknowledgments; Table of Contents ; 1 Thinking About School Improvement; Introducing School Improvement; Accountability; A Brief History Leading to the Present Call for High-Stakes Accountability; No Child Left Behind; School Improvement Broadly Defined; The Work of the Principal in School Improvement; The Power of Relationships; Effective Leaders Promote Learning Communities; The Process of School Improvement; Suggested Readings; 2 Principals Promote a Healthy Culture and Climate; IntroductionDefining School Culture in a Context of School ImprovementCultures are Built on Values, Assumptions, and Norms; Framing Assumptions, Values, and Norms in the Context of School Improvement; Putting Culture into Context-Using Metaphor to Express Culture; Formal and Informal Cultures and Subcultures; Markers of School Culture; Mission Statement and Other Documents; Policy Statements; Programs for Students; Programs for Teachers; The Learning Environment; The Health of the School Culture; School Climate; Two Dimensions of Climate-Academic and Social ClimateLeadership-Building Culture and ClimateKey Norms: Collaboration and Trust; Characteristics of Collaborative Cultures; Building Collaborative School Cultures; Norms; Collegiality and Collaboration; Trust; Caring Builds Trust; Suggested Readings; 3 Principals Support Teacher Leadership; Introducing Teacher Leadership; The Need for Teacher Leadership; Teachers as Leaders Develop the Instructional Program; Teachers as Leaders Make Positive Changes in the School; Teachers as Leaders Share Their Expertise with Others; Teachers as Leaders Shape the Culture of the SchoolA Starting Point for Teacher Leadership-Scanning the EnvironmentKnowledge and Skills for Teacher Leaders; Motivation for Teacher Leaders; Organizational Barriers to the Emergence of Teacher Leadership; Cultivating Teacher Leadership; Provide Professional Development and Mentoring for Teacher Leaders; Assuming Leadership Can Be Risky Business for the Newcomer to Leadership; Suggested Readings; 4 Principals Build Strong Teams to Sustain School Improvement; Introducing School Improvement Teams; The Work of Creating School Improvement Teams; Characteristics of Effective Teams; What's Next?Up-Front Work Needed to Develop TeamsEstablishing Purposes and a Vision for the End Results; Setting Goals; Selection of Team Members; Ongoing Work Needed to Maintain the Work of Teams; Leading Teams Through Group Development Stages; Providing Support Structures for Teamwork; Assessing Teams and Their Work; Suggested Readings; 5 The Work of the Principal in Planning for School Improvement; Introducing Planning for School Improvement; The Broad Base of Involvement Needed for Planning for School Improvement; Communication and School Improvement; Communication that InformsCommunication that Helps PlanFirst Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.Educational leadershipUnited StatesSchool improvement programsUnited StatesSchool principalsUnited StatesTeachersTraining ofUnited StatesEducational leadershipSchool improvement programsSchool principalsTeachersTraining of371.2/03371.203Zepeda Sally J.1956-,854681MiAaPQMiAaPQMiAaPQBOOK9910822204103321Instructional leadership for school improvement3989619UNINA