Lead your school to success with PRIDE
What′s missing in education reform in the United States? The answer is leadership; specifically, the ability of school and district leaders to construct and continually nurture a culture of sustained high performance. A true leader needs to have not only a vision of the desired culture, but the skills and information necessary to make that vision a reality. Providing a combined 70 years of classroom and administrative experience, renowned authors James Guthrie and Patrick Schuermann offer a practice-based approach, grounded in research and theory, to achieving and maintaining an atmosphere of success in schools through effective leadership.
Tabela de Conteúdo
Preface
Table of Contents
Acknowledgements
School Culture Checklist
Case Study 1: Buchanan School: Can School Culture Get Better than this?
Chapter 1: Defining and Specifying the Significance of School Culture
Case Study 2: Possible Reform at Washington High School: How Far Can a Productive Culture Stretch?
Chapter 2: Components of a High Performing School Culture
Cast Study 3: Walton Charter Prepares to Select A Head: What Kind of Leader Might Create a Productive Culture?
Chapter 3: Leadership and Effective School Culture
Case Study 4: Warren County School Board Performance Pay Cram Down Can a Productive Culture Withstand an Unexpected External Pressure?
Chapter 4: Personnel and School Culture
Case Study 5: The Challenge of an (Almost) Brand New School: Can the Past be Blended with the New to Form a Productive Culture?
Chapter 5: Resource Deployment and School Culture
Case Study 6: Data, Data Everywhere but Hardly a Drop of Useful Information
Chapter 6: Data-driven Decision Making and School Culture
Case Study 7: “My Way” Ray and the “New” Accountability
Chapter 7: Assessments, Accountability, Awards, and School Culture
Case Study 8: A Principal Opening at the Grant School: Can a Dysfunctional Culture Be Undone?
Chapter 8: Contextual Challenges to Formation of a Learning Culture
Glossary
Index
Sobre o autor
Patrick Schuermann is a Research Assistant Professor at Peabody College of Vanderbilt University. He received his doctorate from the Department of Leadership, Policy, and Organizations. His principal research agenda focuses on non-traditional public schools and independent school leadership issues.
Over the past several years, Patrick has worked with a trans-institutional team of university leaders and regional independent school leaders to create the Independent School Leadership Institute, which is a joint venture between the National Research and Development Center on School Choice and the Peabody Professional Institutes.
His doctoral dissertation focuses on an integrated approach to faculty evaluation, professional development, and compensation models for non-traditional schools.
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