The survival kit for the elementary school principal:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
Corwin
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXI, 385 S. |
| ISBN: | 9781412972772 |
Internformat
MARC
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| 100 | 1 | |a Bergman, Abby Barry |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a The survival kit for the elementary school principal |c Abby Barry Bergman, Judy Powers, Michael L. Pullen |
| 264 | 1 | |a Thousand Oaks, Calif. |b Corwin |c 2010 | |
| 300 | |a XXI, 385 S. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Elementary school principals |z United States |x Handbooks, manuals, etc | |
| 650 | 4 | |a Education, Elementary |z United States |x Administration |x Handbooks, manuals, etc | |
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| 700 | 1 | |a Powers, Judy |e Verfasser |4 aut | |
| 700 | 1 | |a Pullen, Michael L. |e Verfasser |4 aut | |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS ABOUT THIS RESOURCE XVI ACKNOWLEDGMENTS XVIII ABOUT THE AUTHORS
XX 1. YOUR ROLE AS PRINCIPAL: ALL THINGS TO ALL PEOPLE OR
PRINCIPLE-CENTERED LEADERSHIP 1 THE NATURE OF THE PRINCIPALSHIP 1
DEFINE YOUR OWN BELIEFSYSTEM 2 SYSTEMS THINKING, THE LEAMING
ORGANIZATION, AND STRATEGIC PLANNING 3 INSTRUCTIONAL LEADERSHIP 4 WORK
WITH STAFF TO DEVELOP CURRICULUM 4 PROVIDE RESOURCES FOR CURRICULUM
DEVELOPMENT AND IMPLEMENTATION 5 SUPERVISE THE IMPLEMENTATION OF
CURRICULUM 6 ASSESS THE IMPACT OF THE CURRICULUM 6 THE IMPORTANCE OF
DIPLOMACY 6 THE NEED FOR POSITIVE COMMUNITY RELATIONS 7 PROMOTE YOUR
SCHOOL 7 BRING YOUR COMMUNITY TOGETHER 8 VIEW PARENTS AS PARTNERS 8 WORK
ACTIVELY WITH FAMILIES 9 GET OUT INTO THE COMMUNITY 11 LEAM FROM
EXPERIENCE 11 EFFECTIVETIME MANAGEMENT PRACTICES 12 MAINTAIN PERSPECTIVE
14 2. HOW TO PLAN FOR THE SCHOOL YEAR: SETTING GOALS AND MAINTAINING
FOCUS 15 THE CONTEXT FOR SCHOOL GOALS 15 THE POWER OF GOALS 17 GOALS
SHOULD MAKE A DIFFERENCE 17 SETTING GOALS: BROAD-BASED INVOLVEMENT 18
THE ELEMENTS OF WELL-DESIGNED SCHOOL GOALS: SMARTGOALS 19 SAMPIE SCHOOL
GOAL STATEMENTS 19 KEEP THE BALL IN THE AIR 21 REPORTING ON GOAL
FULFILLMENT 22 3. SHARED DECISION-MAKING: THE KEY TO A MORE EFFECTIVE
SCHOOL 26 WHAT IS MEANT BY SHARED DECISION-MAKING? 26 WHAT ARE THE
BENEFITS OF SHARED DECISION-MAKING? 28 WHAT DO EFFECTIVE SCHOOL
LEADERSHIP GROUPS DO? 28 COMMUNICATE, CONSULT, AND COLLABORATE 29 DEFINE
A SCHOOL STATEMENT OF BELIEFS,VISION, MISSION, AND GOALS 30 CONDUCT
NEEDS ASSESSMENTS 31 CONSIDER SCHOOL CLIMATE ISSUES 31 DISCUSS MATTERS
OF INTEREST TO THE SCHOOL COMMUNITY 32 ACT AS A SCHOOL LEARNING
COMMUNITY 32 DISTRIBUTE RESOURCES 32 ESTABLISH BUDGET GOALS AND
PRIORITIES 32 PROVIDE INPUT INTO PERSONNEL DECISIONS 33 ASSESS THE
EFFECTIVENESS OF SCHOOL PROGRAMS 33 ENGAGE IN POSITIVE PUBLIC RELATIONS
33 WHAT STEPS ARE REQUIRED TO ESTABLISH A SCHOOL LEADERSHIP TEAM? 35
DECIDE UPON TEAM COMPOSITION 35 DEFINE WHICH DECISIONS THE LEADERSHIP
TEAM WILL MAKE 37 CREATE A CONSTITUTION FOR THE SCHOOL LEADERSHIP TEAM
37 SET SPECIFIC GOALS FOR THE LEADERSHIP TEAM 39 WHAT IS THE
RELATIONSHIP OF THE LEADERSHIP TEAM TO THE LARGER SCHOOL COMMUNITY? 40
WHAT ARE THE SKILLS REQUIRED FOR EFFECTIVE TEAM MEETINGS? 41 WHAT ARE
THE CHARACTERISTICS OF SUCCESSFUL MEETINGS? 41 DEFINE CLEAR ROLES AND
RESPONSIBILITIES 41 ASPECTS OF ACTIVE LISTENING 42 HOW TO ACHIEVE
CONSENSUS 43 HOW TO OVERCOME OBSTAC1ESAND CONFLICTS 43 HOW TO SET THE
AGENDA FOR THE TEAM MEETING 44 THE ROLE OF THE PRINCIPAL IN SHARED
DECISION-MAKING 45 HOW TO ASSESS THE EFFECTIVENESS OF A SCHOOL
LEADERSHIP TEAM 46 4. IMPROVING TEACHER OBSERVATION AND EVALUATION 49
THE PURPOSES OF SUPERVISION AND EVALUATION 49 IMPROVING INSTRUCTIONAL
PERFORMANCE 50 PROMOTING PROFESSIONAL DEVELOPMENT AND GROWTH 50
PROVIDING A SYSTEM FOR BRINGING ASSISTANCE TO TEACHERS 50 REINFORCING
EFFECTIVE INSTRUCTIONAL PRACTICES 50 POINTING THE WAY TOWARD
PROFESSIONAL GOALS 51 SUGGESTING AREAS FOR ORGANIZATIONAL GOALS AND
GENERAL STAFF DEVELOPMENT NEEDS 51 PROVIDING A BASIS FOR PERSONNEL
DECISIONS 51 BUILDING A PROFESSIONAL COMMUNITY BUILT ON REFLECTION AND
INQUIRY 51 HOW TO ESTABLISH A POSITIVE CLIMATE FOR TEACHER SUPERVISION
52 HOW TO CLARIFY THE CRITERIA FOR SUPERVISION AND EVALUATION 55
ACHIEVING A BALANCE BETWEEN FORMAL AND INFORMAL OBSERVATIONS 56
REVIEWING PROFESSIONAL DEVELOPMENT PLANS 57 THE PRE-OBSERVATION
CONFERENCE 59 HOW TO CONDUCT EFFECTIVE TEACHER OBSERVATIONS 60 THE
POST-OBSERVATION CONFERENCE: A TIME FOR SHARING AND LEAMING 62 OTHER
MEANS OF OBSERVATION AND EVALUATION 63 HOW TO MAKE THE MOST OF AN ANNUAL
EVALUATION CONFERENCE 65 HOW TO MAKE EFFECTIVE DECISIONS ABOUT REHIRING
TEACHERS 70 HOW TO DEAL EFFECTIVELY WITH THE MARGINAL TEACHER 71
EVALUATING THE SUPERVISORY PROCESS 73 5. THE PRINCIPAL S ROLE IN
CURRICULUM DEVELOPMENT AND RENEWAL 74 WHAT 15 THE CURRICULUM? 74 THE
FRAMEWORK OF ASSUMPTIONS 75 THE CONTENT OR COURSE OF STUDY 75 THE
METHODS OR TECHNIQUES TO BE USED 76 THE ROLE OF INQUIRY AND INTEGRATED
LEARNING 77 THE ROLE OF DIFFERENTIATED INSTRUCTION 78 THE ASSESSMENTS TO
BE EMPLOYED 78 ESTABLISHING A TIMELINE FOR EXAMINING THE CURRICULUM 78 A
PROCESS FOR CURRICULUM RENEWAL 80 PHASE ONE: RESEARCH AND DEVELOPMENT 80
PHASE TWO: PILOT STUDIES 83 PHASE THREE: IMPLEMENTATION 85 PREPARING A
CURRICULUM DOCUMENT 85 STATEMENT OF PHILOSOPHY 85 DEFINE OUTCOMES 86
STATE GOALS 86 LIST CONCEPTS AND OBJECTIVES TO BE PROMOTED 87 SPECIFY
TECHNIQUES OR STRATEGIES TO BE EMPLOYED 87 MAJOR ACTIVITIES AND
ASSIGNMENTS 87 HOW WILL THE LEARNING BE ASSESSED? 87 STAFF DEVELOPMENT
IMPLICATIONS 88 A CONTINUOUS IMPROVEMENT MODEL 88 CURRICULUM
ARTICULATION 88 CURRICULUM MAPPING 90 CURRICULUM SUPERVISION AND
ACCOMMODATING TEACHER CHOICE AND FLEXIBILITY 91 6. ASSESSMENT IN THE
ELEMENTARY SCHOOL: PURPOSES AND PRACTICES 92 THE PURPOSES OF ASSESSMENT
92 A FEW USEFUL DEFINITIONS 94 ASSESSMENT VERSUS TESTING 95 GAINING
CONSENSUS ON LEAMING OUTCOMES 97 ALIGNING ASSESSMENT TO INSTRUCTION 98
DIFFERENT ASSESSMENTS FOR DIFFERENT NEEDS 99 OBSERVATION OF STUDENTS 100
CHECKLISTS 100 STRUCTURED INTERVIEWS 102 PERFORMANCE ASSESSMENTS 102
PRODUCT ASSESSMENT 103 PORTFOLIO ASSESSMENT 106 SELF-ASSESSMENT 108
PAPER-AND-PENCIL TESTS 108 COMMON ASSESSMENTS 109 STEPS TO FOLLOW IN
DESIGNING ASSESSMENTS 109 STANDARDS AND RUBRICS 111 VALIDITY AND
RELIABILITY 111 A BALANCED APPROACH TO ASSESSMENT 112 7. USING THE
SCHOOL TESTING PROGRAM TO GOOD ADVANTAGE 113 THE PURPOSES OF
STANDARDIZED TESTING 113 TOASSESS GENERAL SCHOOL EFFECTIVENESS 114 TO
PROVIDE INSIGHTS INTO CURRICULUM CONTENT 114 TO DETERMINE AREAS OF
STRENGTH AND NEED IN THE INSTRUCTIONAL PROGRAM 114 TO MEASURE INDIVIDUAL
STUDENT ACHIEVEMENT 115 TO MAKE MULTIYEAR COMPARISONS OF STUDENT
ACHIEVEMENT WITHIN A SCHOOL 115 THE KINDS OF STANDARDIZED TESTS OFTEN
GIVEN IN ELEMENTARY SCHOOLS 116 STATE-MANDATED TESTS 116 ACHIEVEMENT
TESTS 116 APTITUDE TESTS 117 CRITERION-REFERENCED TESTS 117 DIAGNOSTIC
TESTS 117 INTELLIGENCE TESTS 117 EFFECTIVE WAYS TO APPROACH THE TESTING
SITUATION 118 ADMINISTRATIVE RESPONSIBILITIES IN THE SCHOOL TESTING
PROGRAM 118 HELPING CHILDREN PERFORM THEIR BEST ON STANDARDIZED TESTS
121 FAMILIARIZE STUDENTS WITH THE TEST FORMAT 121 TEACHERS CAN PROVIDE
INSTRUCTION IN SPECIFICTEST-TAKING STRATEGIES 121 GIVE CHILDREN
STANDARDIZED TEST-TYPE QUESTIONS THROUGHOUT THE YEAR 122 STUDY WHAT
CHILDREN DO WHEN THEY TAKE TESTS 122 HELPING CHILDREN TO BE RELAXED IN
THE TESTING SITUATION 122 EFFECTIVEANALYSIS AND USE OF TEST RESULTS 123
PERFORMANCE LEVELS 123 PERCENTILE RANKS 124 STANINES 124 NORMAL CURVE
EQUIVALENTS (NCES) 124 GRADE EQUIVALENTS 124 SCALE SCORES 125
UNDERSTANDING SIGNIFICANT DIFFERENCES 125 CHARTING SCHOOL PERFORMANCE
125 USING DATA TO CHECK CURRICULUM ALIGNMENT, MAKE ADJUSTMENTS, SET
GOALS 127 UNDERSTANDING THE LIMITATIONS OF STANDARDIZED TESTS
VALUE-ADDED ASSESSMENT REPORTING THE RESULTS OF TESTS TO PARENTS AND
STUDENTS 8. REPORTING STUDENT PROGRESS TO PARENTS FIRST THINGS FIRST:
GETTING TO KNOW STUDENTS WHEN SHOULD STUDENT PROGRESS BE REPORTED?
PARENT CONFERENCES CLARIFYING REPORTING PRACTICES WITH TEACHERS
GUIDELINES FOR TEACHERS HELPING PARENTS UNDERSTAND THE SCHOOL S
REPORTING SYSTEM IMPROVING PROGRESS REPORTS REPORTING PROGRESS IN
SPECIAL SUBJECT AREAS TIPS AND TECHNIQUES FOR HOLDING EFFECTIVE PARENT
CONFERENCES CLARIFYING INDIVIDUAL GROWTH AND RELATIVE STANDING WITHIN A
GROUP USING PORTFOLIOS IN PARENT CONFERENCES STUDENT SELF-EVALUATION 9.
ADMINISTERING EFFECTIVE PRO GRAMS FOR STUDENTS WITH SPECIAL NEEDS THE
ROLE OF THE PRINCIPAL IN OVERSEEING SPECIAL-EDUCATION SERVICES
ELEMENTARY AND SECONDARY EDUCATION ACT (ESEA) PUBLIC LAW 94-142 THE
INDIVIDUALS WITH DISABILITIES EDUCATION ACT OF 1990 (IDEA) FEDERAL
REHABILITATION ACT OF 1973: SEETION 504 PUBLIC LAW 107-110: THE NO CHILD
LEFT BEHIND ACT OF 2001 STATE STATUTES PARENTAL RIGHTS AND DUE PROCESS
RECORD -KEEPING REQUIREMENTS AVOIDING PROBLEMS IN THE REFERRAL AND
CLASSIFICATION PROCEDURE DEVELOPING A NETWORK OF COMMUNITY RESOURCES
MODELING AN APPRECIATION AND RESPECT FOR STUDENTS ABILITIES, TALENTS,
AND HANDICAPS IDENTIFYING SPECIAL NEEDS OF STUDENTS DEVELOPING A
CONTINUUM OF SERVICES FOR STUDENTS INC1USION AND ITS IMPLICATIONS
CREATING A PUPIL SUPPORT TEAM A PROBLEM-SOLVING APPROACH CONDUCTING THE
PUPIL ASSISTANCE COMMITTEE MEETING FOLLOWING UP ON THE OUTCOMES OF THE
MEETING PREREFERRAL STRATEGIES AND RESPONSE TO INTERVENTION PROCEDURES
TO FOLLOW IN SEETION 504 REFERRALS REFERRAL FOR SPECIAL-EDUCATION
SERVICES DEALING WITH THE OUTCOMES OF A SPECIAL-EDUCATION EVALUATION
DISCIPLINE REGULATIONS AND SPECIAL-EDUCATION STUDENTS ADMINISTERING
ENGLISH-AS-A SECOND-LANGUAGE PROGRAMS ADMINISTERING GIFTED AND TALENTED
EDUCATIONAL PROGRAMS 130 130 131 133 133 135 135 137 138 139 140 142 151
152 153 153 155 155 156 156 156 156 157 157 157 158 160 160 160 161 162
165 165 166 168 170 170 172 173 175 176 177 178 STAFF DEVELOPMENT NEEDS
IN DEALING WITH UNIQUE LEARNERS ASSESSING THE EFFEETIVENESS OF PROGRAMS
TO MEET SPECIAL NEEDS 10. STUDENT DISCIPLINE: APPROACHES, ALTERNATIVES,
AND SOLUTIONS CAUSES OF DISCIPLINE PROBLEMS THAT PRINCIPALS ARE LIKELY
TO ENEOUNTER APPROAEHES TO EFFECTIVE DISCIPLINE ELEMENTS OF A PREVENTIVE
DISCIPLINE PROGRAM SEHOOL STRUETURES THAT PROMOTE GOOD DISEIPLINE WHAT
MAKES FOR A POSITIVE SEHOOL CLIMATE? ASEERTAIN POTENTIAL PROBLEMS BEFORE
THEY OEEUR AEEENTUATE THE POSITIVE TEAEH CONFLICT-RESOLUTION SKILLS
IMPLEMENT AN ANTIBULLYING PROGRAM IMPLEMENT A CHARACTER-EDUEATION
PROGRAM DEVELOP EXPECTATIONS AND MAKE THEM CLEAR UNVEIL BEHAVIORAL
EXPEETATIONS TO THE STUDENTS AND THE SEHOOL COMMUNITY IMPLEMENT A SEHOOL
DISCIPLINE PLAN ADVIEE FOR TEAEHERS ABOUT CLASSROOM DISCIPLINE DIAGNOSE
CLASSROOM CLIMATE USE ACTIVE LISTENING BE ASSERTIVE WHEN NEEESSARY
BEHAVIOR MODIFIEATION STUDENT BEHAVIOR CONTRACTS THE PRINCIPAL S ROLE IN
THE SEHOOL DISCIPLINE PROGRAM BE VISIBLE BE A FACILITATOR FOR TEAEHERS
BE A POSITIVE ROLE MODEL SEEURE RESOUREES TO HELP TEAEHERS DEAL DIREETLY
WITH STUDENTS DEAL WITH THE TEAEHER WHO ABUSES THE OFFICE OF THE
PRINCIPAL THE IMPORTANEE OF PARENT COMMUNIEATION ALTERNATIVES IN A
SEHOOL DISCIPLINE PROGRAM STUDENT MEDIATION TIME-OUT IN-SEHOOL
SUSPENSION OUT-OF-SEHOOL SUSPENSION DISCIPLINE AND SPECIAL-EDUEATION
STUDENTS 11. IMPROVING YOUR SCHOOL S PROFESSIONAL DEVELOPMENT PROGRAM
THE NEED FOR ONGOING PROFESSIONAL DEVELOPMENT HOW TO BEGIN: CONDUCTING A
STAFF DEVELOPMENT NEEDS ASSESSMENT STAFF DEVELOPMENT AND BEHAVIORAL
CHANGE THE PRINCIPAL S ROLE IN DEVISING A STAFF DEVELOPMENT PROGRAM 180
181 183 184 184 185 185 185 186 187 188 188 189 189 191 192 197 198 199
199 200 200 201 202 202 202 203 203 205 205 207 207 209 210 210 210 211
211 212 216 217 ORGANIZE THE EFFORT SURVEY NEEDS AND SKILLS SEEURE
APPROPRIATE RESOURCES GIVE DEMONSTRATION LESSONS ENCOURAGE PARTICIPATION
IN STAFF DEVELOPMENT ACTIVITIES BECOME INVOLVED IN PROFESSIONAL
ORGANIZATIONS SHARE PROFESSIONAL LITERATURE WITH THE STAFF BE A MODEL OF
LIFELONG LEAMING CREATE PROFESSIONAL LEARNING COMMUNITIES IMPLEMENTING
AN EFFECTIVE STAFF DEVELOPMENT PROGRAM DEFINING PURPOSE AND INTENT SCOPE
OF THE STAFF DEVELOPMENT PROGRAM INDIVIDUAL GROWTH PLANS TEACHER
WORKSHOPS IN-SERVICE PROGRAMS TEACHER PROFESSIONAL DAYS MENTORING SUMMER
WORKSHOPS WORKING WITH STAFF DEVELOPERS CREATING A TEACHER RESOURCE
CENTER ASSESSING STAFF DEVELOPMENT PROGRAMS THE FACULTY MEETING AS A
FORUM FOR PROFESSIONAL DEVELOPMENT ELICIT AGENDA ITEMS FROM THE STAFF
PRIOR TO THE MEETING ESTABLISH AN AGENDA WITH TIMELINES DEVOTED TO EACH
ITEM INVOLVE STAFF MEMBERS IN CONDUCTING THE MEETING KEY TO STAFF
DEVELOPMENT GOALS STAFF DEVELOPMENT FOR SCHOOL SERVICE PERSONNEL 12.
PROMOTING EFFECTIVE COMMUNICATION: INTERNAL AND EXTERNAL THE IMPORTANCE
OF EFFECTIVE COMMUNICATION KEEPING THE SCHOOL STAFF INFORMED THE SIGN-IN
SHEET THE WEEKLY CALENDAR MEMOS BULLETIN BOARDS STAFF BULLETINS LETTERS:
FORMAL AND INFORMAL THE STAFF HANDBOOK DUE-DATES CALENDAR OBTAIN
REQUESTED INFORMATION IN AN ORGANIZED FASHION ELECTRONIC COMMUNICATION
WITH THE SCHOOL COMMUNITY KEEPING THE PARENT BODY AND THE COMMUNITY
INFORMED FACE-TO-FACE COMMUNICATIONS TIPS ON PREPARING PRESENTATIONS
ESTABLISHING A NETWORK OF KEY COMMUNICATORS THE WRITTEN LETTER: A LOST
ART 217 217 217 218 218 218 218 219 219 219 220 220 221 221 222 223 223
224 225 225 226 226 226 227 227 228 229 231 231 232 232 234 235 236 237
238 238 239 239 241 241 245 245 246 247 13. PROMOTING POSITIVE PARENT
AND COMMUNITY RELATIONS 249 BEGIN WITH YOUR OWN SCHOOL COMMUNITY 250
DEVELOPING A UNITY OF PURPOSE 252 THE IMPORTANCE OF AVAILABILITY AND
VISIBILITY 252 WORKING WITH A PRINCIPAL S ADVISORY COUNCIL 253
ESTABLISHING PROCEDURES FOR HANDLING PARENTAL COMPLAINTS 254 THE
IMPORTANCE OF THE ROLE OF THE SCHOOL SECRETARY 256 DEALING WITH THE
MEDIA 257 BECOMING SKILLFUL AT CREATING POSITIVE PUBLICITY FOR YOUR
SCHOOL 259 ASSESS NEEDS 259 DEFINE THE AUDIENCE 259 DEVELOP A PRESS
PACKET 260 MAKE CONNECTIONS TO SERVICE ORGANIZATIONS 260 FORGE LINKS
WITH LOCAL BUSINESSES AND INDUSTRIES 260 MAINTAIN A WEB PRESENCE 262 14.
TECHNOLOGY AND THE ELEMENTARY SCHOOL PROGRAM 263 CLARIFYING THE PURPOSES
OF TECHNOLOGY IN THE SCHOOL 264 PLANNING FOR EFFECTIVEUSE OF TECHNOLOGY
IN SCHOOLS 265 DETERMINING THE LOCATION OF TECHNOLOGICALDEVICES 265
DEFINING THE PURPOSES FOR WHICH TECHNOLOGY WILL BE USED 266 DEVELOPING
GUIDELINES FOR THE USE OF TECHNOLOGY 267 INTEGRATING TECHNOLOGY INTO THE
GENERAL CURRICULUM 270 TECHNOLOGY AND EDUCATIONAL REFORM 271 SKILLS FOR
THE 21ST CENTURY 271 MAINTAIN FOCUS ON CURRICULUM 272 THE PRINCIPAL AS A
MODEL OF THE USE OF TECHNOLOGY 273 PLANNING FOR APPROPRIATE STAFF
DEVELOPMENT FOR USING TECHNOLOGY 273 INDEPENDENT PRACTICE 274 USING
ONLINE SERVICES 276 LOGGING ON 276 SEARCH ENGINES 276 BLOGS, FORUMS, AND
RSSFEEDS 276 MAINTAINING SAFETY 277 DEVELOPING INTERNET USAGE POLICIES
277 GAINING PARENTAL PERMISSION FOR STUDENTS TO USE THE INTERNET 277
EVALUATING CONTENT AND SOFTWARE PROGRAMS 280 ENSURING THE PROPER USE,
MAINTENANCE, AND INVENTORY OF EQUIPMENT 281 EVALUATING THE SCHOOL
TECHNOLOGY PROGRAM 283 15. EFFECTIVE BUDGET PREPARATION AND CONTROL 285
ADVANCE PLANNING: THE FIRST STEP 286 SET BUDGET GOALS AND ASSUMPTIONS
287 REVIEW PRIOR YEAR S ACCOUNTS AND EXPENDITURES 287 ANTICIPATE STUDENT
ENROLLMENT 288 PROJECTING STAFF NEEDS 288 DEFINE PLANT AND BUILDING
NEEDS 289 PREPARING BUDGET DOCUMENTS 289 PROVIDE SUPPORTIVE DATA FOR
BUDGET REQUESTS 290 DEVELOP A FIVE-YEARTEXTBOOK PLAN 292 DEVELOP A
FIVE-YEAR CAPITAL IMPROVEMENT PLAN 292 PREPARE SUPPLEMENTARY PROPOSALS
292 BUDGET REVIEW AND APPROVAL 293 IMPLEMENTING AND CONTROLLING THE
BUDGET 295 EXPEND FUNDS ACCORDING TO BUDGETED CATEGORIES 295 REVIEW
ACCOUNT STATUS MONTWY 295 MONITOR, ASSESS, AND REPORT SPENDING 297
REQUEST TRANSFERS IF PERMITTED 297 HOW TO DEAL WITH CUTS OR BUDGET
FREEZES IN THE MIDDLE OF THE SCHOOL YEAR 297 EVALUATE PERFORMANCE
AGAINST THE BUDGET 298 SECURING ALTERNATIVE MEANS OF FUNDING IN YOUR
SCHOOL 298 16. MAINTAINING A CLEAN, SAFE, AND SECURE SCHOOL ENVIRONMENT
299 CARING FOR THE SCHOOL BUILDING 300 MAXIMIZING THE USE OF BUILDING
SPACE 300 WORKING WITH THE CUSTODIAL STAFF 301 SECURING, STORING, AND
MAINTAINING AN INVENTORY OF CUSTODIAL SUPPLIES 304 MAINTAINING A SAFE
AND CLEAN SCHOOL SITE 304 IMPROVING THE APPEARANCE OF INDOOR SPACES 304
LONG-TERM PLANNING AND CAPITAL PROJECTS 305 SAFEGUARDING SCHOOL
EQUIPMENT AND MATERIALS 307 SCHOOL SAFETY AND EMERGENCY PLANNING 308 17.
DEVELOPING AND IMPLEMENTING EFFECTIVE CLASS PLACEMENT POLICIES 314 FAIR
AND APPROPRIATE ORGANIZATION OF CLASSES 314 INVITING PARENT INPUT INTO
CLASS PLACEMENT: BENEFITS AND DRAWBACKS 317 DEVELOPING CLASS LISTS 318
FORMING INCOMING KINDERGARTEN CLASSES 319 DEALING WITH THE RETENTION OF
STUDENTS IN A GRADE 322 ANNOUNCING CLASS PLACEMENTS TO PARENTS 322
HANDLING PARENT COMPLAINTS ABOUT CLASS PLACEMENTS 324 PLACING STUDENTS
WHO ENTER DURING THE SCHOOL YEAR 324 REVIEWING AND EVALUATING CLASS
PLACEMENT PRACTICES 325 18. EFFECTIVE AND CREATIVE SCHOOL SCHEDULING
PRACTICES 326 SETTING GOALS FOR THE SCHOOL SCHEDULE 326 THE EFFECT OF
THE SCHEDULE ON THE CLIRNATE OF THE SCHOOL 327 DEFINING PREMISES,
ASSUMPTIONS, AND CONTRACTUAL CONSIDERATIONS 327 INVOLVING STAFF IN THE
DEVELOPMENT OF THE SCHOOL SCHEDULE 328 UNDERSTANDING THE ROLES OF
SPECIAL TEACHERS 330 MODELS AND APPROACHES FOR SCHOOL SCHEDULING 330
PARALLEL BLOCK SCHEDULING 331 FOUR- OR SIX-DAY CYC1ES 332 THE
FOUR-BLOCK DAY 332 PROVIDING PLANNING TIME FOR SPECIAL TEACHERS 333
KEEPING ALL SPECIAL SUBJECTS OF EQUAL TIME LENGTH 333 PULLOUT TEACHERS
PLANNING THEIR SCHEDULES TOGETHER 334 PULLOUT-FREE TIME BLOCKS 334 A
PULLOUT BLOCK OF TIME: BOTH SUPPORT AND ENRICHMENT FOR ALL 334
INSTRUMENTAL MUSIC ROTATION 335 USING BEFORE-AND AFTER-SCHOOL TIMES 336
GETTING DOWN TO BUSINESS: DEVELOPING THE MASTER SCHEDULE 336 PREPARING A
SCHEDULE FOR SHORTENED SCHOOL DAYS 339 SCHEDULING AROUND THE MASTER
SCHEDULE 340 THE TREND TOWARD YEAR-ROUND SCHOOLING 340 19. STAFFING AND
HIRING: CRITIEAL DECISIONS FOR PRINCIPALS 342 PROJECTING STAFFING NEEDS
342 FORMING A SELECTION COMMITTEE 344 DEVELOPING A CANDIDATE PROFILE 345
RECRUITING SUITABLE CANDIDATES 348 PAPER SCREENING 349 DEVELOPING
INTERVIEW QUESTIONS 350 DEVELOPING AN INTERVIEW SCHEDULE 352 CONDUCTING
INTERVIEWS 353 CHECKING REFERENCES 355 MAKING A HIRING RECOMMENDATION
355 NOTIFYING APPLICANTS OF THEIR STATUS 356 ANNOUNCING HIRING DECISIONS
TO THE SCHOOL COMMUNITY 359 ORIENTING NEW STAFF MEMBERS 360 EVALUATING
HIRING AND ORIENTATION PRACTICES 361 20. FOSTERING A SEHOOL CULTURE:
TRADITIONS AND CEREMONIES 362 MAKING SCHOOLS GREAT AND MEMORABLE WITH
TRADITIONS AND CEREMONIES 362 DEVELOPING A SCHOOL CULTURE 363 PLANNING
FOR CEREMONIES AND MAINTAINING TRADITIONS 364 EXAMPLES OF SCHOOL
TRADITIONS AND CEREMONIES 365 ANNUAL BIRTHDAY PARTY 365 AWARDS ASSEMBLY
365 BACK-TO-SCHOOLNIGHT 367 CLASS PLAYS 367 CLOSING EXERCISES OR MOVING
UP DAY 367 CUSTODIAN APPRECIATION DAY 369 EARTH DAY 369 FAMILY PICNIC
369 FIELD DAY 369 FIFTH-GRADE DEBATE 370 PLAG CEREMONY FOR ASSEMBLIES
371 INDEX KIDS DAYS KINDERGARTEN BUDDIES DAY KINDERGARTEN ROUNDUP
MARTIN LUTHER KING JR. ASSEMBLY MORNING ANNOUNCEMENTS AND OPENING
CEREMONY OPEN HOUSE OPENING ASSEMBLY PRESIDENTS DAY ASSEMBLY PRINCIPAL S
COFFEE STAFF GET-TOGETHERS STUDENT COUNCIL ELECTIONS WINTER OR SPRING
CONCERTS PASSING DOWN SCHOOL TRADITIONS FROM ONE GENERATION TO THE NEXT
371 371 372 372 372 373 373 375 375 375 375 376 376 377 ALL FORMS,
LETTERS, AND CHECKLISTS INCLUDED IN THE SURVIVAI KIT JOR THE ELEMENTARY
SCHOOL PRINCIPAI CAN BE FOUND AT CORWIN.COMJ ELEMENTARY SURVIVALKIT.
|
| any_adam_object | 1 |
| author | Bergman, Abby Barry Powers, Judy Pullen, Michael L. |
| author_facet | Bergman, Abby Barry Powers, Judy Pullen, Michael L. |
| author_role | aut aut aut |
| author_sort | Bergman, Abby Barry |
| author_variant | a b b ab abb j p jp m l p ml mlp |
| building | Verbundindex |
| bvnumber | BV036495639 |
| callnumber-first | L - Education |
| callnumber-label | LB2831 |
| callnumber-raw | LB2831.92 |
| callnumber-search | LB2831.92 |
| callnumber-sort | LB 42831.92 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DK 1042 DK 3010 |
| ctrlnum | (OCoLC)705582936 (DE-599)BVBBV036495639 |
| dewey-full | 372.12/012 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.12/012 |
| dewey-search | 372.12/012 |
| dewey-sort | 3372.12 212 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Book |
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| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV036495639 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-09T22:41:38Z |
| institution | BVB |
| isbn | 9781412972772 |
| language | English |
| lccn | 2009038068 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020418174 |
| oclc_num | 705582936 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXI, 385 S. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Corwin |
| record_format | marc |
| spelling | Bergman, Abby Barry Verfasser aut The survival kit for the elementary school principal Abby Barry Bergman, Judy Powers, Michael L. Pullen Thousand Oaks, Calif. Corwin 2010 XXI, 385 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Elementary school principals United States Handbooks, manuals, etc Education, Elementary United States Administration Handbooks, manuals, etc Grundschule (DE-588)4022349-8 gnd rswk-swf Schulleiter (DE-588)4127948-7 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Grundschule (DE-588)4022349-8 s Schulleiter (DE-588)4127948-7 s DE-604 Powers, Judy Verfasser aut Pullen, Michael L. Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020418174&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Bergman, Abby Barry Powers, Judy Pullen, Michael L. The survival kit for the elementary school principal Elementary school principals United States Handbooks, manuals, etc Education, Elementary United States Administration Handbooks, manuals, etc Grundschule (DE-588)4022349-8 gnd Schulleiter (DE-588)4127948-7 gnd |
| subject_GND | (DE-588)4022349-8 (DE-588)4127948-7 (DE-588)4078704-7 |
| title | The survival kit for the elementary school principal |
| title_auth | The survival kit for the elementary school principal |
| title_exact_search | The survival kit for the elementary school principal |
| title_full | The survival kit for the elementary school principal Abby Barry Bergman, Judy Powers, Michael L. Pullen |
| title_fullStr | The survival kit for the elementary school principal Abby Barry Bergman, Judy Powers, Michael L. Pullen |
| title_full_unstemmed | The survival kit for the elementary school principal Abby Barry Bergman, Judy Powers, Michael L. Pullen |
| title_short | The survival kit for the elementary school principal |
| title_sort | the survival kit for the elementary school principal |
| topic | Elementary school principals United States Handbooks, manuals, etc Education, Elementary United States Administration Handbooks, manuals, etc Grundschule (DE-588)4022349-8 gnd Schulleiter (DE-588)4127948-7 gnd |
| topic_facet | Elementary school principals United States Handbooks, manuals, etc Education, Elementary United States Administration Handbooks, manuals, etc Grundschule Schulleiter USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020418174&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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