Verfügbarkeit: The will to lead, the skill to teach

The will to lead, the skill to teach: transforming schools at every level

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Bibliographische Detailangaben
Hauptverfasser:	Muhammad, Anthony (VerfasserIn), Hollie, Sharroky (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Bloomington, IN Solution Tree Press 2012
Schlagworte:	School improvement programs > United States Educational leadership > United States Effective teaching > United States Schulentwicklungsplanung USA
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	Includes bibliographical references (p. 153-158) and index
Beschreibung:	XII, 162 S. Ill. 23 cm
ISBN:	9781935542544 9781935542551

Internformat

MARC


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Datensatz im Suchindex

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adam_text	IMAGE 1 TABLE OF CONTENTS ABOUT THE AUTHORS XI PART I: WILL AND SKILL INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 1 WILL AND SKILL . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 2 THE BLAME GAME. . . . . . . . . . . . . . . . . . . . . . . . . . .. 6 THE TURNAROUND CONCEPT . . . . . . . . . . . . . . . . . . . .. 7 ONE THE TWO PARTS OF A POSITIVE SCHOOL ENVIRONMENT. . . . . . 9 WILL 9 SKILL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 THE FOUR ZONES OF A POSITIVE LEARNING ENVIRONMENT 12 THE NEED FOR PHILOSOPHICAL AGREEMENT 15 EMBRACING CULTURE AND STRUCTURE 16 PART 11:THE WILL TO LEAD TWO CONFLICTING WILLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 SCHOOLS AS MICROCOSMS. . . . . . . . . . . . . . . . . . . . . . . . 19 THE IMPORTANCE OF A HEALTHY SCHOOL CULTURE . . . . . . . . . . 20 TOXIC SCHOOL CULTURE. . . . . . . . . . . . . . . . . . . . . . . . . . 22 COLLECTIVE COMMITMENT TO SUCCESS FOR ALL STUDENTS 23 ABOLISHING CONFLICTING WILLS 28 VII IMAGE 2 VIII THE WILL TO LEAD. THE SKILL TO TEACH THREE FRUSTRATION IN A TOXIE CULTURE 31 INSUFFICIENT PREPARATION . . . . . . . . . . . . . . . . . . . . . . . 32 OVERWHELMING CONDITIONS. . . . . . . . . . . . . . . . . . . . . . 34 THE CYDE OF BLAME. . . . . . . . . . . . . . . . . . . . . . . . . . . 36 A CULTURE OF COMPLAINT. . . . . . . . . . . . . . . . . . . . . . . . 38 DOING TO STUDENTS VERSUS ACTING WITH STUDENTS . . . . . . . . 39 LESSENING THE FRUSTRATION . . . . . . . . . . . . . . . . . . . . . . 41 FOUR THE SEHOOL CULTURE FRAMEWORK: CREATING A CULTURE OF COLLABORATION . . . . . . . . . . . . . . . 43 THE PLAYERS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 BELIEVERS AND FUNDAMENTALISTS . . . . . . . . . . . . . . . . . . . 45 COLLEGIAL AND MANAGERIAL CULTURES 47 REDUCING FUNDAMENTALISM . . . . . . . . . . . . . . . . . . . . . 52 BUILDING UP THE BELIEVERS 54 REVERSING PERCEPTIONS. . . . . . . . . . . . . . . . . . . . . . . . . 54 FIVE LEADERSHIP AT EVERY LEVEL. . . . . . . . . . . . . . . . . . . . . . . 57 TRANSFORMATIONAL LEADERS . . . . . . . . . . . . . . . . . . . . . . 57 TEACHER LEADERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 SITE LEADERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 CENTRAL AND DISTRICT LEADERS . . . . . . . . . . . . . . . . . . . . 69 STATE AND FEDERAL LEADERS 71 BUILDING A HEALTHY CULTURE. . . . . . . . . . . . . . . . . . . . . . 72 PART 111: THE SKILL TO TEACH SIX DEVELOPING A RESPONSIVE PEDAGOGY 75 ALIGNING THE WILL WITH THE SKILL. . . . . . . . . . . . . . . . . . . 77 SKILL IS BEING RESPONSIVE . . . . . . . . . . . . . . . . . . . . . . . 79 THREE LESSONS FROM HOLLYWOOD . . . . . . . . . . . . . . . . . . 80 RECOGNIZING THE NEED FAR A RESPONSIVE PEDAGOGY . . . . . . . 82 IDENTIFYING THE AUDIENCE FOR RESPONSIVE PEDAGOGY . . . . . . 83 BEWAREOFDEFICITTHINKING 84 BECOMING SKILLFUL 84 IMAGE 3 TABLE 01 COL1TENTS SEVEN THE STEPS TO A RESPONSIVE PEDAGOGY 87 STEP ONE: IDENTITY AN AREA OFINSTRUCTION FOR IMPROVEMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . 88 STEP TWO: ASSESS THE QUANTITY AND QUALITY OF THE ACTIVITIES CURRENTLY USED 92 STEP THREE: IMPLEMENT RESPONSIVE ACTIVITIES DURING TEACHING. . . . . . . . . . . . . . . . . . . . . . . . . . . 93 THE ART OFJUXTAPOSITIONS. . . . . . . . . . . . . . . . . . . . . . . 94 STEPS FOR SUCCESS 96 EIGHT RESPONSIVE CLASSROOM MANAGEMENT 97 PHILOSOPHIES OF CLASSROOM MANAGEMENT 98 THE THREE P APPROACH 99 ACTIVITIES FOR RESPONSIVE CLASSROOM MANAGEMENT 101 BUILDING RESPONSIVE CLASSROOM MANAGEMENT . . . . . . . . 110 NINE RESPONSIVE AEADEMIC VOEABULARY 113 FOUR KEY PREMISES 113 STEPS FOR RESPONSIVE VOCABULARY INSTRUCTION 116 BUILDING RESPONSIVE ACADEMIC VOCABULARY 123 TEN RESPONSIVE AEADEMIC LITERAEY 125 ENGAGING STUDENTS WITH CULTURALLY RESPONSIVE TEXTS 126 USING READ-ALOUDS IN THE ORAL TRADITION OF STORYTELLING 128 USING RESPONSIVE LITERACY TECHNIQUES EFFECTIVELY 131 BUILDING RESPONSIVE ACADEMIC LITERACY 137 ELEVEN RESPONSIVE LEARNING ENVIRONMENT 139 APRINT-RICHENVIRONMENT 141 LEARNING CENTERS. . . . . . . . . . . . . . . . . . . . . . . . . . . 141 CULTURALLY COLORFUL MATERIALS 142 OPTIMALLY ARRANGED SPACE. . . . . . . . . . . . . . . . . . . . . 143 MULTIPLE LIBRARIES . . . . . . . . . . . . . . . . . . . . . . . . . . 144 IX IMAGE 4 X THE WILL TO LEAD, THE SKILL TO TEACH TECHNOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 RELEVANT BULLETIN BOARDS. . . . . . . . . . . . . . . . . . . . . . 146 DISPLAYEDSTUDENTWORKANDLMAGESOFSTUDENTS 147 BUILDING A RESPONSIVE LEARNING ENVIRONMENT . . . . . . . . 147 MTERWORD 151 REFERENCES AND RESOURCES 153 INDEX. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
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author	Muhammad, Anthony Hollie, Sharroky
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spelling	Muhammad, Anthony Verfasser aut The will to lead, the skill to teach transforming schools at every level Anthony Muhammad, Sharroky Hollie Bloomington, IN Solution Tree Press 2012 XII, 162 S. Ill. 23 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 153-158) and index School improvement programs United States Educational leadership United States Effective teaching United States Schulentwicklungsplanung (DE-588)4127661-9 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schulentwicklungsplanung (DE-588)4127661-9 s DE-604 Hollie, Sharroky Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024833608&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
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subject_GND	(DE-588)4127661-9 (DE-588)4078704-7
title	The will to lead, the skill to teach transforming schools at every level
title_auth	The will to lead, the skill to teach transforming schools at every level
title_exact_search	The will to lead, the skill to teach transforming schools at every level
title_full	The will to lead, the skill to teach transforming schools at every level Anthony Muhammad, Sharroky Hollie
title_fullStr	The will to lead, the skill to teach transforming schools at every level Anthony Muhammad, Sharroky Hollie
title_full_unstemmed	The will to lead, the skill to teach transforming schools at every level Anthony Muhammad, Sharroky Hollie
title_short	The will to lead, the skill to teach
title_sort	the will to lead the skill to teach transforming schools at every level
title_sub	transforming schools at every level
topic	School improvement programs United States Educational leadership United States Effective teaching United States Schulentwicklungsplanung (DE-588)4127661-9 gnd
topic_facet	School improvement programs United States Educational leadership United States Effective teaching United States Schulentwicklungsplanung USA
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