LEADER 02769nam 2200757Ia 450 001 9910459970203321 005 20200520144314.0 010 $a1-282-86607-9 010 $a9786612866074 010 $a0-7735-7560-X 035 $a(CKB)2670000000079289 035 $a(OCoLC)716062137 035 $a(CaPaEBR)ebrary10424223 035 $a(SSID)ssj0000478124 035 $a(PQKBManifestationID)11913421 035 $a(PQKBTitleCode)TC0000478124 035 $a(PQKBWorkID)10419244 035 $a(PQKB)11380487 035 $a(CEL)432829 035 $a(CaBNvSL)slc00225543 035 $a(MiAaPQ)EBC3271261 035 $a(MiAaPQ)EBC3332015 035 $a(Au-PeEL)EBL3332015 035 $a(CaPaEBR)ebr10558964 035 $a(CaONFJC)MIL286607 035 $a(OCoLC)923233772 035 $a(EXLCZ)992670000000079289 100 $a20080708d2007 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aChoosing to labour?$b[electronic resource] $eschool-work transitions and social class /$fWolfgang Lehmann 210 $aMontreal $cMcGill-Queen's University Press$dc2007 215 $a1 online resource (232 p.) 311 $a0-7735-3306-0 311 $a0-7735-3280-3 320 $aIncludes bibliographical references ([p. 199]-213) and index. 327 $aWhen Structure Met Agency -- Institutional Context: "And It Was Kind of Hard to Get Information" -- Gender: "Men Work, Women Have Children" -- Social Context: "It's Just What My Family Does" -- Role of Policy: "We're Supposed to be Learning" -- Role of Theory: Choosing to Labour? -- App. A Profile of Participants -- App. B Data and Methodology. 606 $aSchool-to-work transition$zCanada 606 $aSchool-to-work transition$zGermany 606 $aVocational guidance$zCanada 606 $aVocational guidance$zGermany 606 $aApprenticeship programs$zCanada 606 $aApprenticeship programs$zGermany 606 $aHigh school students$zCanada$xEconomic conditions 606 $aHigh school students$zGermany$xEconomic conditions 608 $aElectronic books. 615 0$aSchool-to-work transition 615 0$aSchool-to-work transition 615 0$aVocational guidance 615 0$aVocational guidance 615 0$aApprenticeship programs 615 0$aApprenticeship programs 615 0$aHigh school students$xEconomic conditions. 615 0$aHigh school students$xEconomic conditions. 676 $a331.702/330971 700 $aLehmann$b Wolfgang$f1965-$0857191 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910459970203321 996 $aChoosing to labour$91914113 997 $aUNINA LEADER 05064nam 2200637 450 001 9910480362803321 005 20170822145039.0 010 $a1-4833-6084-9 010 $a1-4833-6303-1 035 $a(CKB)3710000000456206 035 $a(EBL)1656840 035 $a(OCoLC)932344298 035 $a(SSID)ssj0001530876 035 $a(PQKBManifestationID)12646127 035 $a(PQKBTitleCode)TC0001530876 035 $a(PQKBWorkID)11532542 035 $a(PQKB)11630500 035 $a(MiAaPQ)EBC1994232 035 $a(EXLCZ)993710000000456206 100 $a20150824h20042004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLaunching your first principalship $ea guide for beginning principals /$fBarbara L. 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Grady ; cover designer, Michael Dubowe 210 1$aThousand Oaks, California :$cCorwin Press,$d2004. 210 4$d©2004 215 $a1 online resource (161 p.) 300 $aDescription based upon print version of record. 311 $a0-7619-4623-3 311 $a0-7619-4622-5 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Introduction; Acknowledgments; About the Authors; Chapter 1 - You've Got the Job; Embrace the Role; Clarify Roles, Expectations, and Responsibilities; What Kind of Leader Will You Be?; Find a Leadership Model; Look Like a Leader; Make Good Decisions; Interact with People; Share Information; Know Who You are; Lead with Your Strengths; Know what You Stand for; Act with Deliberation; Be a Visionary Leader; Assume a Calm, Confident Demeanor; Be Proactive; Remain Focused; Get Out of Your Office; Act with Integrity, Fairness, and Ethics; Expect Personal Change; Sadness; Loneliness 327 $aExpect Relationships to ChangeLoss of Camaraderie; Changed Friendships; Finding Support; Hang on!; The Principal's Key; Chapter 2 - Get Acquainted: The People, the Place, the Culture; The People; Identify Expectations; Compatibility of Expectations; Get Acquainted; Avoid Hasty Promises; Make Friends with the Office Staff; Make the Custodian Your Ally; Match Names and Faces; Meet the Teachers; Include the Auxiliary Staff; Meet the Parents; Remember Volunteers and Student Teachers; Students; Change Brings Anxiety; Examine Lingering Baggage; Examine the School's Context; The Community; The Place 327 $aSchool CultureEstablish Trust; The Principal's Key; Chapter 3 - Beginning and Ending Your School Year; Beginning the School Year; The Importance of Planning; Assume Nothing; Create a Checklist; The School Calendar; Important Letters; New Teachers; Faculty in-Service; Greeting the Students; Meeting the Parents; Planning for Public Relations; Share the Good News; Obtain Feedback; A Checklist for Next Year; The End of the Year; Events; Appreciation; Performance Evaluations; Summer Activities; Maintenance and Cleaning; Instructional Materials; Planning Ahead; Last Faculty Day; The Principal's Key 327 $aChapter 4 - Learn to CommunicateUnderstand the Communication System; Know Your Audience; Organize Yourself; Make Personal Communication a Priority; Communicate with Constituents: The Superintendent and Staff; The Superintendent; District Staff; Communicate with School Personnel; Building Understanding; Keeping Teachers Informed; When Staff Share Personal Problems; Communicate with Students; Communicate with Parents; The Principal's Key; Chapter 5 - Maximize Staff Potential; Communicate Expectations; Clearly State Expectations; Model Expectations; Provide Personal Attention 327 $aIdentify Individual Needs, Talents, and PotentialAssign Responsibilities for Which Employees Have Been Trained; Recognize and Praise Accomplishments; Delegate; Share Decision Making; Encourage and Facilitate Professional Development; Sustain Staff Morale; Share Your Expectations; Be Equitable; Be Consistent; Be Flexible and Understanding; Keep Your Cool; Be Visible; Praise Accomplishments; Let Each Person Know; Place Teachers Where They Shine; Forgive and Forget; Insist on Respect; Be Supportive; Trust; Supervision and Evaluation; Supervision by Wandering; Ignoring Behavior Condones it 327 $aDealing with Difficult Teachers 330 $aEffectively hone your leadership skills, reduce stress, manage time and staff, and resolve conflicts with these confidence-boosting tips and tools. 606 $aFirst year school principals$zUnited States$vHandbooks, manuals, etc 606 $aSchool management and organization$zUnited States$vHandbooks, manuals, etc 608 $aElectronic books. 615 0$aFirst year school principals 615 0$aSchool management and organization 676 $a371.2/012 700 $aBrock$b Barbara L.$0959875 702 $aGrady$b Marilyn L. 702 $aDubowe$b Michael 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910480362803321 996 $aLaunching your first principalship$92288022 997 $aUNINA LEADER 03097nam 2200685 a 450 001 9910454406503321 005 20200520144314.0 010 $a0-19-986703-8 010 $a9786613115966 010 $a1-283-11596-4 010 $a0-19-971165-8 035 $a(CKB)1000000000745386 035 $a(OCoLC)399633362 035 $a(CaPaEBR)ebrary10472277 035 $a(SSID)ssj0000523431 035 $a(PQKBManifestationID)12183825 035 $a(PQKBTitleCode)TC0000523431 035 $a(PQKBWorkID)10539289 035 $a(PQKB)10693705 035 $a(SSID)ssj0000087609 035 $a(PQKBManifestationID)11972655 035 $a(PQKBTitleCode)TC0000087609 035 $a(PQKBWorkID)10054203 035 $a(PQKB)10734124 035 $a(StDuBDS)EDZ0000073009 035 $a(MiAaPQ)EBC3054151 035 $a(Au-PeEL)EBL3054151 035 $a(CaPaEBR)ebr10472277 035 $a(CaONFJC)MIL311596 035 $a(OCoLC)922970480 035 $a(EXLCZ)991000000000745386 100 $a20080923d2009 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aInnovation for the 21st century$b[electronic resource] $eharnessing the power of intellectual property and antitrust law /$fMichael A. 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