Leadership For Low Performing Schools
Please Sign Up to Read or Download "Leadership For Low Performing Schools" eBooks in PDF, EPUB, Tuebl and Mobi. Start your FREE month now! Click Download or Read Now button to sign up and download/read Leadership For Low Performing Schools books. Fast Download Speed ~100% Satisfaction Guarantee ~Commercial & Ad Free
📒Leadership For Low Performing Schools ✍ Daniel L. Duke
✏Leadership for Low Performing Schools Book Summary : No greater challenge faces our society than improving the educational opportunities for millions of young people trapped in chronically low-performing schools. Overcoming this challenge requires talented and dedicated school leaders whose knowledge and skills extend far beyond what is covered in conventional principal preparation programs. This book draws on extensive research by the author and others on the actions needed to turn around low-performing schools. First, however, the book examines the personal qualities needed to undertake the turnaround process. Following chapters provide guidelines on diagnosing the school-based causes of low achievement and developing a school turnaround plan. The author focuses on the importance of continuous planning – a departure from standard practice. A major portion of the book is devoted to examples of first-order and second-order strategies for raising achievement. Specific recommendations for launching the turnaround process and sustaining gains beyond the first years of turnaround are provided. The concluding chapter addresses the role of school districts in supporting school-based turnaround efforts.
📒Improving Achievement In Low Performing Schools ✍ Randolph E. Ward
✏Improving Achievement in Low Performing Schools Book Summary : Focus on improving achievement, aligning teaching and learning with student performance, creating secure facilities, and forging links with the community with this excellent resource.
📒Leading School Turnaround ✍ Kenneth Leithwood
✏Leading School Turnaround Book Summary : Praise for Leading School Turnaround "Going beyond their previous considerable work on the study of leadership, Kenneth Leithwood, Alma Harris, and Tiiu Strauss now get up-close and detailed. They use their powerful framework for how school leaders influence student learning, but this time they get inside the 'how.' Practical, powerful, interesting, and insightful— an indispensible resource for turnaround leaders." —MICHAEL FULLAN, professor emeritus, Ontario Institute for Studies in Education at the University of Toronto "The problem of bringing about change in those schools where it is needed most remains one of the most intractable challenges in school leadership. This book is written by international scholars who understand the complexities of this challenge. Unlike other volumes based on a single person's experience or a reading of the literature, these authors offer useful specific insights based on data about what leaders in schools that accomplish fundamental change actually do." —PHILIP HALLINGER, Chair Professor of Leadership and Change, Hong Kong Institute of Education
📒The Perspectives Of Novice Principals In High Poverty Low Performing Schools ✍ Charmyn M. Kirton
✏The Perspectives of Novice Principals in High Poverty Low Performing Schools Book Summary : Preparation programs. The novices explained that they were prepared in the area of curriculum but lacked expertise in such operational areas of budget and personnel. For the success of their leadership, it is crucial that differentiated support is provided to them through collegial, collaborative, and silent mentorship. The complex and high-stakes accountability system that determines the success or failure of novice principals is much more demanding than in years past. It is hoped that the results of this study will enhance the supports provided to novice principals so that they may facilitate increased student learning and success.
✏International Perspectives on Leading Low Performing Schools Book Summary : Research is clear: School leadership quality matters. However, our knowledge of effective school leadership remains limited in at least three substantial ways. First, our understanding of school leadership effectiveness generally and school principal effectiveness specifically is limited to Western contexts, primarily North America and western European ones. Second, even in the confines of Western research and context, there has been relatively little specific focus on effectively leading low-performing schools. Third, even the conceptualization of leadership—do we mean the school principal, an administrative team, or a broader school leadership team—is a key factor in how we define and respond to the challenge of leading in low-performing schools. This book advances discussion and disseminates knowledge and global perspectives on what school leadership looks like, how it is enacted and under what circumstances, and when or where lessons might be portable. We anticipate this book having wide appeal for researchers, policymakers, and practitioners considering school leadership and how to support it effectively. The chapters suggest a noticeable level of convergence globally on how to lead low-performing schools effectively. Yet, there are clear political and culture differences that add significant gradation to how school leaders might enact best practice locally or inform policymakers and systems leaders about how to set up school leaders for success and subsequently support them. This book is one of the first that prioritizes the universality and nuance of leading low-performing schools globally.
📒Turnaround Principals For Underperforming Schools ✍ Rosemary Papa
✏Turnaround Principals for Underperforming Schools Book Summary : There's no mystery in turning around low-performing or failing schools, but there are also no recipes. In Turnaround Principals for Underperforming Schools Rosemary Papa and Fenwick English identify the essential ingredients for success. The causesof failure are complex and interactive. Schools are not inert structures but living organisms. Putting schools back together is a collaborative venture. It takes a team to turn around a school, but it all begins with the leadership. The key to success rests in a school leader who has a fundamental understanding of the dynamics of schooling, human motivation, and possesses the resiliency and energy to engage in altering the internal landscape of an unsuccessful school. Two veteran educators have put together a work based on their research and experience for the past half-century. They pull no punches. The challenge is not only to turn low-performing or failing schools around, but to enable them to become more socially just places for all students.
📒Differentiating School Leadership ✍ Daniel L. Duke
✏Differentiating School Leadership Book Summary : Use “organizational diagnostics” for applying differentiated leadership to four high-level priorities: preventing school decline, turning around a low-performing school, sustaining improvements, and designing a new school.
📒What Works With Low Performing Schools ✍ Christopher Corallo
✏What Works with Low Performing Schools Book Summary : To learn more about Rowman & Littlefield titles please visit us at www.rowmanlittlefield.com.
📒Improving Poorly Performing Schools In England ✍ Great Britain. National Audit Office
✏Improving Poorly Performing Schools in England Book Summary : In 2004-05, approximately £837 million was spent in England on a range of national programmes to help address problems in schools that were failing or at risk of failing to provide an acceptable standard of education for their pupils, and five new academies were opened with an estimated total development cost of around £160 million. This NAO report focuses on two key issues: whether enough is being done to identify and support schools that show signs of deteriorating performance; and whether the measures being taken to address poor performance are effective to ensure continued improvement in 'recovered' schools. The effectiveness of national initiatives and local actions are assessed and examples of good practice from schools that have been successfully turned around are highlighted. Recommendations made include the need for: the DfES and local authorities to combine efforts to identify schools at risk and intervene before schools fail; schools to prioritise school leadership and to establish a positive culture centred on teaching and learning; and Ofsted to carry out more frequent inspections of vulnerable or poorly performing schools.
📒Jsl Vol 19 N5 ✍ JOURNAL OF SCHOOL LEADERSHIP
✏Jsl Vol 19 N5 Book Summary : The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.