TABLE OF CONTENTS
The table of contents of What Every
Superintendent and Principal Needs to Know
by Jim Rosborg, Max Mcgee, and Jim Burgett
(Second edition, 2007)
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1 |
School Leadership |
This chapter deals with 20
different ideas that the successful school administrator might use as a guide
for developing the proper work and learning atmospheres under his or her
tutelage. (This entire chapter,
as well as the book's introduction,
can be read or printed out, free.) |
|
2 |
Civic Leadership and
Ethics |
Ethics, says this chapter,
are not a option for success: a leader without
ethics will never reach his or her fullest effectiveness. Further, a
successful school leader must have a positive impact on their community,
which, in part, comes from knowing how to deal with the press, politicians,
and other community leaders. |
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3 |
Business Basics for |
Writing a business plan,
building a business case, forecasting, benchmarking, and the market practices
of successful school and business leaders: all are described in this chapter
and illustrated with examples. |
|
4 |
Communications |
Being able to communicate
effectively as a school administrator may be the single most important
requirement for success. Honesty, the willingness to find an unknown answer,
being concise, and being available are essential components. Chapter Four
shows not only the many ways that school administrators communicate, but also
the need to plan ahead, prepare well, and be able to prove what you present
to parents, taxpayers, and the press. |
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5 |
Building and
Sustaining Trust |
Successful business leaders
are trusting and trustworthy. So this chapter contains a dozen tips on how to
build trust, as well as advises the leader on how to be trusting and how to
recover from a violation of trust. Keeping promises, consistency between
words and action, and attention to relationships at all levels are the most
important ways to develop and enhance credibility. |
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6 |
Planning |
If approached in an
organized way, planning is doable and straightforward. Here, two approaches
are explained: the "Big Plan" is built around the needs and vision
of the school, and the "Day Plan"
addresses personal time management and implementation. |
|
7 |
Expert Knowledge |
Chapter Seven address
discusses organizational types of activities needed to run an effective
school district. Those include the Baldrige
Criteria, the ISLLC Standards for Professional Development, bond issue
passage, and professional development through college instruction. |
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8 |
Building Internal
Capacity |
The most successful
leaders are those who build capacity for continued improvement in teaching
and learning. Leaders build capacity when they focus the entire school
community on a common purpose, mission, and goal(s); enhance the knowledge
and skills of their staff; distribute leadership; develop relationships, and
establish reciprocal accountability. Explained here, in greater detail, are
what building capacity means and how one accomplishes it. |
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9 |
Visionary Leadership |
Visionary leaders are men
and women of action who expand traditional boundaries. Examples might be
putting pre-school classes in their schools, educating parents, replicating
successful programs of other schools, or working to effect change at the
state level. This chapter tells more about who visionary leaders are and what
they do. |
|
10 |
Successful Teaching |
When dealing with
teachers, there will be issues concerning unions, collective bargaining,
labor problems, and the curriculum. That said, the
successful administrator provides teachers with supplies, disciplinary
support, and creative ways to provide classroom monies through outside
resources such as a school foundation. |
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11 |
Adventures in
Innovation |
Chapter Eleven looks at
ideas to help invigorate teaching and learning. Local, state, and national
"best practices" and innovative ideas are explored. After school
programs are discussed; so are extending the school day and the school year. |
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12 |
Taking Care of YOU! |
Administrators cannot be
effective in school unless they take personal care of their own needs, so
this chapter suggests survival, success, and happiness techniques applied to
the human being first and the administrator second. |
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13 |
Standards,
Assessment, |
This chapter looks at ways
the administrator can improve the school's assessment program by making sure
the staff understands the importance of assessments and how to set the proper
environment to maximize test results. Good school administrators
recognize the importance of testing and assessment, communicate to the public and
staff what the results say, hold themself and their
staff accountable for student achievement, and use the information to improve
teaching and learning. |
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14 |
Case Studies in
Real-World Leadership |
Eleven real-world examples
that highlight points made in this book. |
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