In The Coach Approach to School Leadership, Jessica Johnson, Shira Leibowitz, and Kathy Perret address a dilemma faced by many principals: how to function as learning leaders while fulfilling their evaluative and management duties. The answer? Incorporating instructional coaching techniques as an integral part of serious school improvement. The authors explain how principals can Master the skill of "switching hats" between the nonjudgmental coach role and the evaluative supervisor role. Expand their classroom visits and combine coaching with evaluation requirements. Nurture relationships with teachers and build a positive school culture. Provide high-quality feedback to support the development of both teachers and students. Empower teachers to lead their own professional learning and work together as a team. Drawing from the authors' work with schools as well as their conversations with educators across the globe, this thought-provoking book speaks to the unique needs of principals as instructional leaders, providing solutions to challenges in every aspect of this complex endeavor. The role of the principal is changing at a rapid pace. Let this resource guide you in improving your own practice while helping teachers master the high-quality instruction that leads to student success.

Master's Thesis from the year 2008 in the subject Pedagogy - Job Education, Further Education, grade: With Distinction, Brunel University (School of Sport and Education), course: Educational Mangment, language: English, abstract: The purpose of this study is to identify and elucidate the influence of coaching in teachers’ attitude and performance as perceived by inexperienced in coaching practice nursery school. The question that guided this study is ‘What is the impact of coaching in a Greek nursery school? This study focuses on three research questions: • How do teachers evaluate the coaching experience? • What are the benefits and the implementing of coaching? • If and how teachers’ interaction with coaching changes their attitude? My dissertation was influenced by my first degree in early childhood education, and my own professional background. One head teacher and five teachers provided the study evidence. The qualitative approach was used to collect and analyse the data. This research has been a follow-up to a descriptive, exploratory qualitative case study. The findings were based on several different research tools such as semi-structured interviews, reflective journals, criteria sheets, coaching sheets, and SWOT sheets. The examination of the data highlights 5 key issues: the leadership effects in the working environment and teachers’ performance; the coaching understanding concerns the degree in which respondents clarify the different aspects of coaching; the next category, on coaching difficulties, includes the perceived reasons for which coaching was ineffective; the coaching benefits introduces the positive contributions of the coaching process; and the final key point is the coaching influence in the teachers’ attitude. Based on these themes, the study presents a number of conclusions. It appears that the majority of respondents have a very positive concept in regard to coaching’s outcomes. The respondents became familiar with the coaching experience in a short period of time; thus the participants seem to believe that this approach is an effective way to develop the teachers’ internal commitment. To sum up, the findings support that coaching influences the participants’ attitude to a limited but significant degree.

Includes abstracts of magazine articles and "Book reviews".

Publisher Description

School administrators need to establish safe academic environments. Emphasizing effective strategies and practices that emerge from collaborative, community-building efforts, Calabrese shows how administrators, teachers, parents, and students can work together to ensure physical and emotional safety. The system of communication introduced by Leadership for Safe Schools--which focuses on constructive activities, and establishing a common cause among diverse groups of individuals--can be designed to fill the unique needs of every school.

This third entry in the Principles and Practice series focuses on the role of the library media specialist as a change agent in the school. The purpose of this book is twofold: to provide insight into the role of the school librarian as change agent and to demonstrate strategies for being an effective change agent using a subset of current reform initiatives. The authors are educators, library media specialists, and researchers who share a common belief in the ability of classroom teachers, administrators, library media specialists, parents, and community members to work together to create schools that make a difference in the lives of students, and help produce citizens who have a capacity to cope with change in the future. Grades K-12.

The Eighth Edition of "Organizational Behavior in Education" continues to analyze educational leadership in clear and realistic terms while considering how readers can effectively participate in school reform. Readers are challenged throughout the text to develop and act upon a game plan for implementing school reform. Issues arising from the No Child Left Behind Act of 2001 receive major emphasis in this edition. The author continues to examine aspects of organizational behavior such as organizational culture, diversity, leadership, motivation, change, conflict, and decision-making while maintaining high standards of scholarship and a readily accessible writing style. New to this Edition: New Chapter 1, " In Search of a Paradigm, " discusses the major shift that was triggered by the No Child Left Behind Act and its emphasis on scientific research. Major revision of Chapter 2, " Toward a Theory of Practice, " adds discussion of new ideas about educational equality and how these relate to our assumptions about concepts such as the nature of intelligence and multiple intelligences. Chapter 8, " Adaptive Leadership, " explains how adaptive leaders can be effective in times of rapid change, uncertainty, and ambiguity. All research and references have been meticulously updated to provide the most current and useful information to readers. Visit the EdLeadership Supersite for this text at www.ablongman.com/edleadership where you will find important Organizational Behavior and Development links! Related titles: Ethics for Educational Leaders: A Guide for Decision-Makers, 1/e WeldonBeckner ISBN# 0-205-36091-2 Better Policies, Better Schools: Theories and Applications, 1/e Bruce S. Cooper Lance D. Fusarelli E. Vance Randall ISBN# 0-205-32152-6 Administrators Solving the Problems of Practice: Decision-Making Concepts, Cases, and Consequences, 2/e Wayne K. Hoy John C. Tarter ISBN# 0-205-38080-8 Educational Leadership: Changing Schools, Changing Roles, 1/e Judy Reinhartz Don M. Beach ISBN# 0-205-34103-9 Educational Goverance and Administration, 5/e Thomas J. Sergiovanni Paul Kelleher Martha McCarthy Fred Wirt ISBN# 0-205-38086-7