Handbook of Instructional Leadership: How Successful Principals Promote Teaching and Learning

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SAGE Publications, 2004 - Education - 228 pages
Updated Edition of Bestseller! Build a learning community of teachers and students through mastering the art of effective leadership! The first edition of this classic text was based on a landmark study in which the authors surveyed over 800 K-12 teachers to find how the best principals encourage teacher growth and professionalism. The answers provided conclusive evidence that the most successful principals act as instructional leaders who advocate teacher development that enhances students' learning. The updated and expanded second edition presents new research by the Blases, along with the most recent research and insights to support the text's groundbreaking theory. Successful instructional leaders inspire their staff to develop "professional learning communities" dedicated to effective teaching practices. New to the second edition is an in-depth analysis that shows principals how to achieve this goal. Also new are additional figures, models, and reading lists that enrich the text's original findings. Time-tested practices of instructional leadership are still central features. Principals can use these keys to success to: Build teachers' trust through continual communication Encourage teachers to continue their self-improvement efforts Motivate teachers with constructive feedback Promote and participate in reflective practices Support and encourage teachers' professional development Encourage your teachers to be their best through supportive collaboration and communication. Practice real instructional leadership and develop a "professional learning community" in which effective teaching promotes continued learning.

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About the author (2004)

Jo Blase is a professor of educational administration at the University of Georgia, and a former public school teacher, high school and middle school principal, and director of staff development. She received a Ph.D. in educational administration, curriculum, and supervision in 1983 from the University of Colorado at Boulder, and her research has focused on instructional and transformational leadership, school reform, staff development, and principal-teacher relationships. Through work with the Beginning Principal Study National Research Team, the Georgia League of Professional Schools, and public and private school educators with whom she consults throughout the United States and abroad, she has pursued her interest in preparation for and entry to educational and instructional leadership as it relates to supervisory discourse.

Winner of the W. G. Walker 2000 Award for Excellence for her coauthored article published in the Journal of Educational Administration, the University of Georgia College of Education Teacher Educator Award, the University of Colorado School of Education Researcher/Teacher of the Year, and the American Association of School Administrators Outstanding Research Award, Blase has published in international handbooks and journals such as The Journal of Staff Development, The Journal of Curriculum and Supervision, Educational Administration Quarterly, and The Alberta Journal of Educational Research; her eight book editions include Empowering Teachers (1994, 2000), Democratic Principals in Action (1995), The Fire Is Back (1997), Handbook of Instructional Leadership (1998, 2004), Breaking the Silence (2003), and Teachers Bringing Out the Best in Teachers (2006).

Blase has authored chapters on becoming a principal, school renewal, supervision, and organizational development; her recent research examines the problem of teacher mistreatment. She has published over 90 academic articles, chapters, and books, and she also conducts research on supervisory discourse among physicians as medical educators and consults with physicians in US hospitals and medical centers.

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