The author offers encouragement for school leaders and teachers to reflect on their own leadership capacities and to develop an art for leading schools. Using the language of art criticism and critique with real-life examples and case studies, the author helps readers identify an 'eye' for leadership with specific discussion in matters of school leadership and instructional supervision.
Leading without Being Stung offers practitioners a repertoire of eight, research-supported strategies for affecting teaching performance. In each of the chapters the reader will find: 1) a description of a dimension of supervision and key research that speaks to the key elements of the dimension; 2) an analysis of best practices from school leaders who have shown efficacy in implementing that dimension; 3) an interpretation of how the leader can assess the need for that dimension and plan for implementation; 4) a strategy for making judgments about the level of implementation and the areas for future growth. As such, this book offers BOTH grounded research AND practical strategies for becoming an effective and reflective instructional leader. The key supervision dimensions addressed in this book are: Staff Development,Planning and Change,Communication,Curriculum,Instructional Program, Service to Teachers,Observation and Conferencing,Personal Development.
Leading without Being Stung offers practitioners a repertoire of eight, research-supported strategies for affecting teaching performance. In each of the chapters the reader will find: 1) a description of a dimension of supervision and key research that speaks to the key elements of the dimension; 2) an analysis of best practices from school leaders who have shown efficacy in implementing that dimension; 3) an interpretation of how the leader can assess the need for that dimension and plan for implementation; 4) a strategy for making judgments about the level of implementation and the areas for future growth. As such, this book offers BOTH grounded research AND practical strategies for becoming an effective and reflective instructional leader. The key supervision dimensions addressed in this book are: Staff Development,Planning and Change,Communication,Curriculum,Instructional Program, Service to Teachers,Observation and Conferencing,Personal Development.
The author offers encouragement for school leaders and teachers to reflect on their own leadership capacities and to develop an art for leading schools. Using the language of art criticism and critique with real-life examples and case studies, the author helps readers identify an 'eye' for leadership with specific discussion in matters of school leadership and instructional supervision.
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