Bringing Out the Best in Teachers: What Effective Principals Do
"What strategies do great principals use to influence teachers, students, and classroom instruction? This best-selling book by Joseph Blase and Peggy C. Kirby, now in its third edition, provides the answers from the teachers themselves. New material in this revised edition compares the authors' original research findings with recent literature on transformational leadership, school productivity, and adult learning, as well as the ISLLC and ELCC standards. Such comparisons underscore the continued timeliness and timelessness of this teacher's-eye view of effective school leadership. The book offers strategies and related practices that allow leaders to use the power of praise, influence others by using expectations and involvement, encourage professional autonomy lead by standing behind, suggest rather than direct, use formal authority positively, ideal for experienced or aspiring school principals, this enlightening and compact resource provides invaluable perspectives on how to motivate and inspire classroom teachers."--PUBLISHER'S WEBSITE.
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CHAPTER 1 PRINCIPALS AND THEIR EFFECTIVENESS
CHAPTER 2 THE POWER OF PRAISE
CHAPTER 3 INFLUENCING BY EXPECTING
CHAPTER 4 INFLUENCING BY INVOLVING
CHAPTER 5 GRANTING PROFESSIONAL AUTONOMY
CHAPTER 6 LEADING BY STANDING BEHIND
SUGGESTING VERSUS DIRECTING
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Abilene paradox associated attitudes auton Blase & Blase Blase and Blase Chapter charisma cipals classroom collaboration Consistently model Corwin Press curriculum and instruction described Educational Administration Quarterly effective principals effective school effective transformational principals effects on teachers empowerment expectations for student faculty meetings feel formal authority Glickman Hallinger Heck implement individual influence strategy influence teachers informal instructional leadership leader behaviors Leithwood & Jantzi Leithwood and Jantzi Marcoulides Marzano moral motivation National Education Association opportunities pals parents participation policies positive practices praise teachers principal’s problems professional development professional learning communities programs qualitative research regarding restructured role school climate school effectiveness school goals school improvement school leaders school leadership school principals shared decision specific Starratt student achievement student discipline student learning suggestions support teachers teacher behavior teacher performance teachers reported teaching teams Thousand Oaks tion tional transactional leadership transformational leadership