By James H. Lytle
ISBN-10: 1607090554
ISBN-13: 9781607090557
ISBN-10: 1607090562
ISBN-13: 9781607090564
ISBN-10: 1607090570
ISBN-13: 9781607090571
A lot of the present discourse on enhancing university management, and especially the functionality of principals, is erroneous. there's a lot an excessive amount of emphasis on assessment and criteria as made up our minds by way of coverage makers and professors and never approximately sufficient consciousness to how one offers performance-driven management within the context of day by day perform.
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Extra info for Working for Kids: Educational Leadership as Inquiry and Invention (New Frontiers in Education)
Example text
Although the teachers felt good about being heard by a senior administrator, I was aware that I was skirting the difficult issues posed by my observations. Principals were also concerned about my impressions of their schools and of the classrooms I had visited. Again, I gave them very little immediate feedback and restricted my comments to generalizations at district staff meetings, where I discussed major themes or issues the observations were raising for me—while acknowledging that I was still in the process of making sense of all I was seeing.
Developing and making widely accessible detailed annual performance profiles and demographic information for all 260 schools in the district. These profiles helped district staff, parents, and community organizations approach school improvement from a rich information base. • Developing, in conjunction with CTB/McGraw-Hill and the district’s curriculum division, a curriculum-referenced citywide testing program that provided national norm reports (the first new tests in fourteen years). • Organizing a series of evaluation studies on the district’s academic support programs, including Chapter I and special education for the mildly handicapped, leading to major reconceptualizations of these programs and integration of student support services.
6. , saw her jumping rope in yard with three older girls), comments about the functioning of the study team and of the whole group, and anything else that seems pertinent. 7. Write a study team report that summarizes collective observations, the implications of the study, and the questions that the project has generated. This report will be shared with the whole group. When the studies were complete, the regional office convened a research conference at which the nine groups presented their findings on the forty-five students and discussed the experience of doing the project.
Working for Kids: Educational Leadership as Inquiry and Invention (New Frontiers in Education) by James H. Lytle
by Charles
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