Make the most of your time—and your leadership
Is your school’s vision getting buried under paperwork? Are goals constantly pushed aside for small emergencies? If you spend more time picking up pieces than putting them together, this is your book. Written by seasoned school principals, this plan of action will get you back to the instructional leadership that made you want this job in the first place.
As educational technology helps you maximize your efficiency, you’ll see improvement where it counts—in teaching, student achievement, morale, and resource management. This comprehensive guide features:
- Easy-to-follow, single-topic chapters
- Standards–based scenarios and questions
- Time management self-assessments
- Easily adaptable experiential exercises
- Strategies for battling the ‘silent time thief’
Tailor-made for overworked administrators just like you, you’ll become the leader you want to be—and promote a positive school culture where teachers and students thrive.
‘The authors have lived the demanding schedule as school leaders. They provide real advice on how to keep the balance with the demands of school leadership and to give the gift of time to family and self.’-Dr. Tricia Peña, Professor
Northern Arizona University
‘This book should be a must read for every practicing or aspiring administrator. The authors take a fresh look at time management issues while maintaining a focus on principles of effective leadership and applications of emerging technology.’
-Chris Hubbuch, Principal
Excelsior Springs Middle School, MO
Inhoudsopgave
Preface
Chapter 1. Time Management and Your Leadership
So Much Time and So Little to Do
Reflecting on Your Time Management
Final Thoughts
Discussion Questions
Case Study Application: A Self-Reflection on Your Time Management: Time Management Self-Assessment Instrument (TMSI)
Chapter 2. Vision, Mission, and Time
Time Management—At the Heart of Leadership; Vision and Mission—At the Heart of Student Success
A School Leader’s Thoughts on Vision, Mission, and Time
Goal Writing
Fostering a School Technology Vision
Seven Habits for Tech-Savvy Principals
Time Management and Tech-Savvy, Instructionally Focused Leadership
Technology Timesavers for Visionary Educators
Time Management and Campus Planning
Final Thoughts
Discussion Questions
Self-Reflection on Lens 1: Vision, Mission, and Time
Case Study Application: The Madge Simon School
Chapter 3. Leading, Teaching, Learning, and Time
Structure Is the Key to Locking Out the Silent Time Thief
The Instructional Leader
Principles of Instructional Capacity and Maximized Student Learning
Saving Time When Time Counts
Final Thoughts
Discussion Questions
Self-Reflection on Lens 2: Leading, Teaching, Learning, and Time
Case Study Application: Death by Meeting!
Chapter 4. The Learning Organization: Culture, Climate, Technology, Safety, and Time
Creating a Positive Climate and Open, Time-Efficient Culture
Managing Time and Building a Strong Leading, Teaching, and Learning Environment
Creating Safe, Effective, and Efficient Operations and Management
Final Thoughts
Discussion Questions
Self-Reflection on Lens 3: The Learning Organization and Time
Case Study Application: As the Sun Sets Slowly in the West, or How to Develop a Learning Community
Chapter 5. Collaboration and Time: Two Keys to Instructional Success
Collaboration—First and Foremost!
Time-Saving Tips and Management Solutions
Collaborating With Students, Parents, and Community Members
The Informed School Community
Finding Time—Making a Difference!
Diversity Enriches the Learning Community
Final Thoughts
Discussion Questions
Self-Reflection on Lens 4: Collaboration and Time
Case Study Application: If All Feedback Is So Positive . . . ?
Chapter 6. Ethics, Integrity, and Time
Shaping a School
PSEL Standard 2: Ethics and Professional Norms
A School Leader’s Thoughts on Ethics, Integrity, and Time
Final Thoughts
Discussion Questions
Self-Reflection on Lens 5: Ethics, Integrity, and Time
Case Study Application: The Texting Coach
Chapter 7. The 21st Century Education System: Improvement, Time, and Technology
The Education System Today and Continuous School Improvement
Five Steps to Exceptional Teaching and Learning
Two Essential Principal Resources for Continuous School Improvement
Final Thoughts
Discussion Questions
Self-Reflection on Lens 6: The 21st Century Education System and Time
Case Study Application: Has Our School e Volved?
Chapter 8. Technology: Staying a Step Ahead of the Silent Time Thief
Thoughtful and Selective Technology Integration
Digital Organization: Time Management 101
Working With Digital Tools—Saving Time and Making Hay!
Web Conferencing—A Timesaver to Avoid Death by Meeting!
Final Thoughts
Discussion Questions
Case Study Application: A New Leader, an Old Problem: How to Integrate Technology Into a School’s Culture
References and Further Readings
Index
Over de auteur
David E. De Matthews is an assistant professor in the Educational Leadership and Foundations Department at The University of Texas at El Paso (UTEP). He received his Ph D from the University of Maryland, College Park in the area of educational policy and leadership. Dr. De Matthews has also served as a high school social studies teacher in Baltimore City Public Schools and assistant principal and special education policy analyst for the District of Columbia Public Schools. Currently, Dr. De Matthews works with graduate students teaching coursework related to school personnel, curriculum renewal, special education, and educational policy. He represents UTEP as the plenum session representative with the University Council of Educational Administration (UCEA) and has published frequently in a number of research journals including, Teachers College Record, Educational Administration Quarterly, Journal of School Leadership, Leadership and Policy in Schools, Journal of Cases in Educational Leadership, and Education Policy Analysis Archives. He is an active educational researcher and has studied school leadership, specifically examining how principals lead for social justice in high poverty urban contexts and in regards to students with disabilities and linguistically diverse students.
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