Description

Book Synopsis

Student learning is the main reason for the school’s existence. The focus on results, the focus on

student learning, and the focus on students learning at high levels can happen only if teaching and learning become the central focus of the school and the central focus of the principal. The emphasis on student learning (the outcome rather than the process of schooling) coupled with federal legislation to that end, has placed more demands on the role of the principal than ever before in our nation’s history.

To address the heightened demands on the principal for greater accountability for student learning, The Principalship uses a learning-centered approach, one that emphasizes the role of the principal as the steward of the school’s vision: learning for all. The critical aspects of the teaching-learning process are addressed in our text including teaching; learning; student motivation; individual differences; classroom management; assessing student learning; and developing, maintaining, and changing school culture. In addition, we include in our book several topics not found in many other principalship texts. These topics include school safety, special education, gifted education, bilingual education, nontraditional organizational structures, gender-inclusive theories, women and minorities in the principalship, ethics, the political and policy context, human resource management, ethics, legal issues, and collective bargaining. Our book is documented extensively throughout and grounded in the latest research and theory with suggestions for applying theory to practice. We believe that our text reflects cutting edge research and topical issues facing principals in schools today.



Trade Review

The Lunenburg and Irby text is an insightful and research embedded re-casting of the principal’s role which reflects important shifts in how that role must adapt to new realities. Among the most important is that the leadership of the principal is not confined to a singular pinnacle within a bureaucratic structure, but is expanded to include important co- leaders within the staff and community. This results in an expanded circle of leadership and a new locus of energy to attain the school’s vision and goals with the ultimate winners being the students.

-- Fenwick W. English, Professor and Department Chair, Educational Leadership, Teachers College, Ball State University

Table of Contents
TABLE OF CONTENTS (DRAFT)
NOTE: We plan to change the title and issue this as a first edition because the TOC and manuscript will be quite different from the first edition, essentially making this a new text. We will test titles with our reviewers and customers as part of our market development efforts. We will test the proposed TOC along with various feature sets with customers as part of our combined content development and market development efforts. Our efforts will be focused on take-aways from Ubben/Hughes and potentially Crow/Matthews. We also plan to develop some featured content that is similar to the professional principalship books that sell into the market, giving our text some practical flair to balance out the excellent theory and research base. All of this will be tested with customers throughout the development phase to see what works.

Chapter 1 Creating a Vision for Learning
Focusing Questions
Creating a Vision
The Principal's Vision
Beliefs, Values, and Attitudes
The Leadership Framework
Benefits of Articulating the Vision
Shepherding the Vision
Vision Detractors
Vision Maintainers
Creating a Professional Learning Community
Creating a Mission Statement
Developing a Vision
Developing Value Statements
Establishing Goals
Goal Statements
Hierarchy of Goals
Criteria for Effective Goals
The Goal-Setting Process
Problems with Goal Setting
Making Goal Setting Effective
Developing Plans for Attaining Goals
Strategic Plans
Tactical Plans
Operational Plans
Standing Plans
Single-Use Plans
How Some Schools Have Used Goal-Setting to Improve Test Scores
Developing a Culture for Learning
Definition and Characteristics
Heroes, Traditions, and Networks
Maintaining School Culture
The Principal as Instructional Leader
Focusing on Learning
Encouraging Collaboration
Analyzing Results
Providing Support
Aligning Curriculum, Instruction, and Assessment
Summary

Chapter 2. The Curriculum
Focusing Questions
Concepts and Models of Curriculum
Tyler: Classical Model
Beauchamp: Managerial Model
Taba: Applicative Model
Saylor and Colleagues: Systems Model
Eisner: Dimensional Model
Ornstein: Systemic Model
Irby and Lunenburg: Aligned Model
Relationship of Curriculum to Instruction
The Principal as Curriculum Leader
Building a Community of Learners
Curriculum Goals and Instructional Objectives
Writing Effective Instructional Objectives
Developing a Needs Assessment
Conducting a Needs Assessment
Incorporating Standards
Selecting Assessment Tools
Developing a Curriculum Alignment Process
Focusing the Vision on the School’s Mission through Curriculum
Aligning the Curriculum to the Vision and Mission
Summary

Chapter 3 Teaching and Learning
Focusing Questions
The Principal’s Role in Teaching and Learning
The Principal’s Role in Instructional Planning
Promoting Teacher Reflection
Using Student Data in Instructional Planning
Using Students’ Cultural Background in Instructional Planning
Ethnoinstruction
Differentiated Instruction
Using Theoretical Frames for Instructional Planning
Gagne: Conditions of Learning
Guilford: Structure of Intellect
Kohlberg: Stages of Moral Development
Rosenshine and Meister: Scaffolding
Piaget: Stages of Intellectual Development
Dunn and Dunn: Learning Styles
Gardner: Multiple Intelligences
The Effective Schools Model
Clear and Focused Mission
Instructional Leadership
High Expectations
Opportunity to learn and Time on Task
Frequent Monitoring
Safe and Orderly Environment
Positive Home-School Environment
Effective Teaching Practices
Twelve Practices of Effective Teaching
Conditions for Learning
Best Practices for the Classroom
Models of Evaluation
Formative and Summative
Clinical Supervision
Walk-Through Observations
Peer Coaching
Summary

Chapter 4 Professional Development to Improve Learning
The Principal’s Mission Related to Professional Development
The Principal’s Mission for Teacher’s Professional Development
High Quality Professional Development
Ten Principles of Effective Professional Development
Action Research
Evaluation Portfolio
The Principals Mission for Personal Professional Development
The Professional Development Portfolio
Using the Professional Development Portfolio
Ethics of Professional Development
National Staff Development Council Code of Ethics
Summary

Chapter 5 Directing Student Services
Focusing Questions
Guidance and Counseling Services
Aims
Role of the Counselor
Major Services
Methods of Counseling
Evaluation of Counseling Services
Attendance and Student Records
Use of Assessment Data to Improve Learning
Reporting to Parents and Families
Methods of Reporting Student Progress
Extracurricular Programs and Athletics
Goals
Functions
Special Education Services
Related Services
Due Process Protections
Discipline
Gifted Education
Definitions of Giftedness
Administrative Arrangements
Curriculum Models
Bilingual Education
Program Descriptions
Administrative Arrangements
Bilingual Education Models
English as a Second Language
Summary

Chapter 6 Organizational Structure and Design
Focusing Questions
Schools as Open Systems
Inputs
Transformation Process
Outputs
Feedback
Leadership Functions
Planning
Organizing
Leading
Monitoring
Effective Principals
Task Dimensions
Human Resource Activities
Behavioral Profiles of Effective Principals
The Demise of Bureaucracy
Emergent Models of Organizational Structure
System 4 Design
Site-Based Management
Transformational Leadership
Group Dynamics and Teams
Synergistic Leadership Theory
Summary

Chapter 7 Decision Making: Individual and Group Processes
Focusing Questions
The Nature of Decision Making
Types of Decisions
How are Decisions Made?
Individual Influences on Decision Making
The Role of Intuition in Decision Making
Creativity in Decision Making
Stages in the Creative Process
Characteristics of Creative People
Conditions Necessary to Stimulate Creativity
Enhancing Creativity
Creativity Training
Decision-Making Styles
Directive
Analytical
Conceptual
Behavioral
Group Decision Making
Benefits of Group Decision Making
Decision Quality
Decision Creativity
Decision Acceptance
Decision Judgment
Decision Accuracy
Problems with Group Decision Making
Groupthink
Risky Shift
Escalation of Commitment
Techniques for Improving Group Decisions
Brainstorming
Nominal Group Technique
Delphi Technique
Devil’s Advocacy
Dialectical Inquiry
Group Behavior
Stages of Group Development
Forming
Storming
Norming
Performing
Adjourning
Characteristics of Mature Groups
Group Roles
Group Norms
Group Status
Group Size
Group Cohesiveness
Summary

Chapter 8 Developing Effective Communications
Focusing Questions
The Importance of Communication
Functions of Communication
Directing Action
Linking and Coordinating
Building Relationships
Learning Organizational Culture
Presenting a School’s Image
Generating Ideas
Promoting Ideals and Values
Fostering Motivation
Providing Information
The Communication Process
Develop an Idea
Encode
Transmit
Receive
Decode
Accept
Use
Feedback
Verbal Communication: Speaking and Writing
Nonverbal Communication
Kinesics
Proxemics
Paralanguage
Chronemics
Practical Tips
Formal Communication Channels
Downward Communication
Upward Communication
Horizontal Communication
Diagonal Communication
Informal Communication Channels
The Grapevine
Rumor
How to Combat Rumors
Communication Networks
Network Patterns
Network Analysis
Barriers to Communication
Frames of Reference
Sender Credibility
Filtering
Selective Perceptions
Structure
Information Overload
Semantics
Status Differences
Gender Differences
Cultural Context
Ethnocentrism
“Poilitically Correct” Communication
Overcoming Barriers to Communication
Communicating in Diverse Organizations
Repetition
Empathy
Understanding
Feedback
Regulating Information Flow
Simplifying Language
Encouraging Mutual Trust
Adapting Communication Styles
Active Listening
Technology and Communication
Electronic Mail (E-mail)
Instant Messaging
Social Networking
Voice Mail
Personal Digital Assistants and Smartphones
Blogs (Web Logs)
Presentation Technology
Videoconferencing
Choosing Media: A Contingency Approach
Persuasive Communication
Summary

Chapter 9 Change and Stress Management
Focusing Questions
The Nature of Organizational Change
Forces for Change
Resistance to Change
Overcoming Resistance to Change
Approaches to Managing Change
Lewin’s Three-Step Model
Kotter’s Eight-Step Model
Harris’s Five-Phase Model
Greiner’s Pattern of Change Model
Organizational Development Interventions
Total Quality Management
Strategic Planning
Survey Feedback
Appreciative Inquiry
Job Enrichment
Behavioral Performance Management
Work Stress and Its Management
Sources of Stress
Effects of Stress
Coping with Stress
Summary

Chapter 10 Budgeting and School Facilities Management
Focusing Questions
School Budgeting
Expenditures
Revenue
The Budgeting Process
Line-Item Budgeting
Zero-Based Budgeting
Planning-Programming Budgeting Systems
Financial Controls
Internal Control
Financial Audits
School Facilities Management
School Infrastructure Costs
Financing School Construction
Asbestos
Radon Gas
School Lead
Indoor Air Quality
Electromagnetic Fields
Summary

Chapter 11 Creating Safe Schools
School Safety
Understanding School Violence
Research on School Crime and Student Safety
Violent Deaths at School
Nonfatal Victimization—Student Reports
School Environment—Crime Incidents
Bullying
Disrespect for Teachers
Gang Activities
Illegal Drugs
Hate-Related Words
Fights, Weapons, and Illegal Substances
Fear and Avoidance
Discipline, Safety, and Security Measures
Causes of School Violence
Access to Weapons
Media Violence
Cyber Abuse
Environmental Impact
Improving School Safety
Physical Surveillance
Weapons Deterrence
Campus Police Officers
School Policies
Instructional Programs
Profiling Potentially Violent Students
Counseling and Mediation
Research on Alcohol and Drug Use Among Adolescents
Alcohol
Tobacco and E-Cigarettes
Illicit Drugs
Marijuana
Prescription and Over-the-Counter Drugs
Other Illicit Drugs
Inhalants
Risk of Future Addiction Disorder
Importance of Relationships with Parents
Applying Research to Practice: Developing an Action Plan
Strategy 1: Predict School Violence
Strategy 2: Prevent School Violence
Strategy 3: Focus Resources on Schools
Strategy 4: Strengthen the System
Strategy 5: Develop a Crisis Management Plan
Strategy 6: Create an Orderly Climate for Learning
Summary

Chapter 12 Human Resources Management
Focusing Questions
Recruitment
Job Analysis
Legal Constraints
Personnel Sources
Teacher Recruitment Consortium
Selection
Interviews
Components of a Good Interview Process
Testing
Assessment Centers
Professional Development
Assessing Professional Development Needs
Setting Professional Development Objectives
Selecting Professional Development Methods
Evaluating the Professional Development Program
Orientation and Induction of the Beginning Teacher
Performance Appraisal
Appraisal Methods
Common Rating Errors
Other Appraisal Methods
Supervision and Evaluation
Improving Teacher Performance Appraisals
Union-Management Relations
Bargaining Issues
The Bargaining Process
Bargaining Tactics
New Bargaining Strategies
Summary

Chapter 13 Community Relations
Focusing Questions
Principals as “Boundary Spanners”
School, Family, and Community Involvement
Principals Leading Community Efforts during Catastrophes
Principals Leading school, Family, and Community Involvement
More Family Involvement Information for Principals to Consider
The Harvard Family Engagement Model
School-Community Relations and Public relations
The Politics of Internal and External Publics
Consideration of the Media and Community Relations
NSPRA Standards for Educational Public Relations Programs
Public Relations Plan
The Four-Step Public Relations Process
Public relations Planning Process
Summary

Chapter 14 The Principal and Ethics
Focusing Questions
The Ethical Principal
Principals and Philosophical Concepts of Ethics
Rights
Freedom
Responsibility and Authority
Duty
Justice
Equity
Caring
Character, Commitment, and Formality
Loyalty
Prudence
Critique
Profession
Moral Imperative
Principals and Ethical Behavior in Schools
Principals Promoting Ethical Behavior in Athletic Programs
Principals Promoting Ethical Behavior through Character education
Politics and Procedures That Promote Ethical Beha Ethics for Principals
National and State Codes for Principals
National Ethical Codes
State Codes
Summary

Chapter 15 Political and Policy Context
Focusing Questions
Society, Policy, and Politics
Policy, Politics, and the Principal
What is a Policy?
The Examination of Policy
Conceptual Framework for Understanding Policy
What is Meant by Politics?
Types of Educational Politics
Politics in the District
Working with the Superintendent and other External Forces
Summary

Chapter 16 The Principal and Legal Issues
Focusing Questions
Legal Framework for Public Education
Federal Level
The Federal Constitution
Federal Statutes
Federal Administrative Agencies
Case Law
State Level
State Constitutions
State Statutes
State Administrative Agencies
Local Level
The American Judicial System
Federal Courts
State Courts
Church-State Relations
Prayer and Bible Reading
Distribution of Religious Literature
Released Time for Religious Instruction
Religious Absences
State Aid to Private Schools
Aid to Encourage Educational Choice
Attendance and Instructional Issues
Compulsory School Attendance
The School Curriculum
Student Proficiency Testing
School Fees
Students’ Rights
Freedom of Expression
Student Appearance

Student Discipline
Classification Practices
Rights of Students with Disabilities
A History of Neglect
Section 504 of the Rehabilitation Act of 1975
Individuals with Disabilities Education Act
Teachers’ Rights
Licensure and Certification
Contracts
Termination of Employment
Discrimination in Employment
Tort Liability
Definition of a Tort
Intentional Interference
Elements of Negligence
Defenses against Negligence
Collective Bargaining
Scope of Bargaining
Bargaining Issues
The Bargaining Process
Bargaining Tactics
New Bargaining Strategies
Local School Districts and School Boards
Powers of Local School Boards
School Board Membership
School Board Procedures
School Elections
School Finance
Local Financing of Public Schools
Challenges to State Finance Systems
Spending versus Outcomes
State Financing of Public Schools
State Financial Responsibility
School Finance Trends
Summary
References
Name Index
Subject Index

The Principalship: A Learning-Centered Approach

    Product form

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    Order before 4pm tomorrow for delivery by Wed 17 Jun 2026.

    A Hardback by Frederick C. Lunenburg, Beverly J. Irby

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      View other formats and editions of The Principalship: A Learning-Centered Approach by Frederick C. Lunenburg

      Publisher: Rowman & Littlefield
      Publication Date: 19/08/2022
      ISBN13: 9781538123942, 978-1538123942
      ISBN10: 1538123940

      Description

      Book Synopsis

      Student learning is the main reason for the school’s existence. The focus on results, the focus on

      student learning, and the focus on students learning at high levels can happen only if teaching and learning become the central focus of the school and the central focus of the principal. The emphasis on student learning (the outcome rather than the process of schooling) coupled with federal legislation to that end, has placed more demands on the role of the principal than ever before in our nation’s history.

      To address the heightened demands on the principal for greater accountability for student learning, The Principalship uses a learning-centered approach, one that emphasizes the role of the principal as the steward of the school’s vision: learning for all. The critical aspects of the teaching-learning process are addressed in our text including teaching; learning; student motivation; individual differences; classroom management; assessing student learning; and developing, maintaining, and changing school culture. In addition, we include in our book several topics not found in many other principalship texts. These topics include school safety, special education, gifted education, bilingual education, nontraditional organizational structures, gender-inclusive theories, women and minorities in the principalship, ethics, the political and policy context, human resource management, ethics, legal issues, and collective bargaining. Our book is documented extensively throughout and grounded in the latest research and theory with suggestions for applying theory to practice. We believe that our text reflects cutting edge research and topical issues facing principals in schools today.



      Trade Review

      The Lunenburg and Irby text is an insightful and research embedded re-casting of the principal’s role which reflects important shifts in how that role must adapt to new realities. Among the most important is that the leadership of the principal is not confined to a singular pinnacle within a bureaucratic structure, but is expanded to include important co- leaders within the staff and community. This results in an expanded circle of leadership and a new locus of energy to attain the school’s vision and goals with the ultimate winners being the students.

      -- Fenwick W. English, Professor and Department Chair, Educational Leadership, Teachers College, Ball State University

      Table of Contents
      TABLE OF CONTENTS (DRAFT)
      NOTE: We plan to change the title and issue this as a first edition because the TOC and manuscript will be quite different from the first edition, essentially making this a new text. We will test titles with our reviewers and customers as part of our market development efforts. We will test the proposed TOC along with various feature sets with customers as part of our combined content development and market development efforts. Our efforts will be focused on take-aways from Ubben/Hughes and potentially Crow/Matthews. We also plan to develop some featured content that is similar to the professional principalship books that sell into the market, giving our text some practical flair to balance out the excellent theory and research base. All of this will be tested with customers throughout the development phase to see what works.

      Chapter 1 Creating a Vision for Learning
      Focusing Questions
      Creating a Vision
      The Principal's Vision
      Beliefs, Values, and Attitudes
      The Leadership Framework
      Benefits of Articulating the Vision
      Shepherding the Vision
      Vision Detractors
      Vision Maintainers
      Creating a Professional Learning Community
      Creating a Mission Statement
      Developing a Vision
      Developing Value Statements
      Establishing Goals
      Goal Statements
      Hierarchy of Goals
      Criteria for Effective Goals
      The Goal-Setting Process
      Problems with Goal Setting
      Making Goal Setting Effective
      Developing Plans for Attaining Goals
      Strategic Plans
      Tactical Plans
      Operational Plans
      Standing Plans
      Single-Use Plans
      How Some Schools Have Used Goal-Setting to Improve Test Scores
      Developing a Culture for Learning
      Definition and Characteristics
      Heroes, Traditions, and Networks
      Maintaining School Culture
      The Principal as Instructional Leader
      Focusing on Learning
      Encouraging Collaboration
      Analyzing Results
      Providing Support
      Aligning Curriculum, Instruction, and Assessment
      Summary

      Chapter 2. The Curriculum
      Focusing Questions
      Concepts and Models of Curriculum
      Tyler: Classical Model
      Beauchamp: Managerial Model
      Taba: Applicative Model
      Saylor and Colleagues: Systems Model
      Eisner: Dimensional Model
      Ornstein: Systemic Model
      Irby and Lunenburg: Aligned Model
      Relationship of Curriculum to Instruction
      The Principal as Curriculum Leader
      Building a Community of Learners
      Curriculum Goals and Instructional Objectives
      Writing Effective Instructional Objectives
      Developing a Needs Assessment
      Conducting a Needs Assessment
      Incorporating Standards
      Selecting Assessment Tools
      Developing a Curriculum Alignment Process
      Focusing the Vision on the School’s Mission through Curriculum
      Aligning the Curriculum to the Vision and Mission
      Summary

      Chapter 3 Teaching and Learning
      Focusing Questions
      The Principal’s Role in Teaching and Learning
      The Principal’s Role in Instructional Planning
      Promoting Teacher Reflection
      Using Student Data in Instructional Planning
      Using Students’ Cultural Background in Instructional Planning
      Ethnoinstruction
      Differentiated Instruction
      Using Theoretical Frames for Instructional Planning
      Gagne: Conditions of Learning
      Guilford: Structure of Intellect
      Kohlberg: Stages of Moral Development
      Rosenshine and Meister: Scaffolding
      Piaget: Stages of Intellectual Development
      Dunn and Dunn: Learning Styles
      Gardner: Multiple Intelligences
      The Effective Schools Model
      Clear and Focused Mission
      Instructional Leadership
      High Expectations
      Opportunity to learn and Time on Task
      Frequent Monitoring
      Safe and Orderly Environment
      Positive Home-School Environment
      Effective Teaching Practices
      Twelve Practices of Effective Teaching
      Conditions for Learning
      Best Practices for the Classroom
      Models of Evaluation
      Formative and Summative
      Clinical Supervision
      Walk-Through Observations
      Peer Coaching
      Summary

      Chapter 4 Professional Development to Improve Learning
      The Principal’s Mission Related to Professional Development
      The Principal’s Mission for Teacher’s Professional Development
      High Quality Professional Development
      Ten Principles of Effective Professional Development
      Action Research
      Evaluation Portfolio
      The Principals Mission for Personal Professional Development
      The Professional Development Portfolio
      Using the Professional Development Portfolio
      Ethics of Professional Development
      National Staff Development Council Code of Ethics
      Summary

      Chapter 5 Directing Student Services
      Focusing Questions
      Guidance and Counseling Services
      Aims
      Role of the Counselor
      Major Services
      Methods of Counseling
      Evaluation of Counseling Services
      Attendance and Student Records
      Use of Assessment Data to Improve Learning
      Reporting to Parents and Families
      Methods of Reporting Student Progress
      Extracurricular Programs and Athletics
      Goals
      Functions
      Special Education Services
      Related Services
      Due Process Protections
      Discipline
      Gifted Education
      Definitions of Giftedness
      Administrative Arrangements
      Curriculum Models
      Bilingual Education
      Program Descriptions
      Administrative Arrangements
      Bilingual Education Models
      English as a Second Language
      Summary

      Chapter 6 Organizational Structure and Design
      Focusing Questions
      Schools as Open Systems
      Inputs
      Transformation Process
      Outputs
      Feedback
      Leadership Functions
      Planning
      Organizing
      Leading
      Monitoring
      Effective Principals
      Task Dimensions
      Human Resource Activities
      Behavioral Profiles of Effective Principals
      The Demise of Bureaucracy
      Emergent Models of Organizational Structure
      System 4 Design
      Site-Based Management
      Transformational Leadership
      Group Dynamics and Teams
      Synergistic Leadership Theory
      Summary

      Chapter 7 Decision Making: Individual and Group Processes
      Focusing Questions
      The Nature of Decision Making
      Types of Decisions
      How are Decisions Made?
      Individual Influences on Decision Making
      The Role of Intuition in Decision Making
      Creativity in Decision Making
      Stages in the Creative Process
      Characteristics of Creative People
      Conditions Necessary to Stimulate Creativity
      Enhancing Creativity
      Creativity Training
      Decision-Making Styles
      Directive
      Analytical
      Conceptual
      Behavioral
      Group Decision Making
      Benefits of Group Decision Making
      Decision Quality
      Decision Creativity
      Decision Acceptance
      Decision Judgment
      Decision Accuracy
      Problems with Group Decision Making
      Groupthink
      Risky Shift
      Escalation of Commitment
      Techniques for Improving Group Decisions
      Brainstorming
      Nominal Group Technique
      Delphi Technique
      Devil’s Advocacy
      Dialectical Inquiry
      Group Behavior
      Stages of Group Development
      Forming
      Storming
      Norming
      Performing
      Adjourning
      Characteristics of Mature Groups
      Group Roles
      Group Norms
      Group Status
      Group Size
      Group Cohesiveness
      Summary

      Chapter 8 Developing Effective Communications
      Focusing Questions
      The Importance of Communication
      Functions of Communication
      Directing Action
      Linking and Coordinating
      Building Relationships
      Learning Organizational Culture
      Presenting a School’s Image
      Generating Ideas
      Promoting Ideals and Values
      Fostering Motivation
      Providing Information
      The Communication Process
      Develop an Idea
      Encode
      Transmit
      Receive
      Decode
      Accept
      Use
      Feedback
      Verbal Communication: Speaking and Writing
      Nonverbal Communication
      Kinesics
      Proxemics
      Paralanguage
      Chronemics
      Practical Tips
      Formal Communication Channels
      Downward Communication
      Upward Communication
      Horizontal Communication
      Diagonal Communication
      Informal Communication Channels
      The Grapevine
      Rumor
      How to Combat Rumors
      Communication Networks
      Network Patterns
      Network Analysis
      Barriers to Communication
      Frames of Reference
      Sender Credibility
      Filtering
      Selective Perceptions
      Structure
      Information Overload
      Semantics
      Status Differences
      Gender Differences
      Cultural Context
      Ethnocentrism
      “Poilitically Correct” Communication
      Overcoming Barriers to Communication
      Communicating in Diverse Organizations
      Repetition
      Empathy
      Understanding
      Feedback
      Regulating Information Flow
      Simplifying Language
      Encouraging Mutual Trust
      Adapting Communication Styles
      Active Listening
      Technology and Communication
      Electronic Mail (E-mail)
      Instant Messaging
      Social Networking
      Voice Mail
      Personal Digital Assistants and Smartphones
      Blogs (Web Logs)
      Presentation Technology
      Videoconferencing
      Choosing Media: A Contingency Approach
      Persuasive Communication
      Summary

      Chapter 9 Change and Stress Management
      Focusing Questions
      The Nature of Organizational Change
      Forces for Change
      Resistance to Change
      Overcoming Resistance to Change
      Approaches to Managing Change
      Lewin’s Three-Step Model
      Kotter’s Eight-Step Model
      Harris’s Five-Phase Model
      Greiner’s Pattern of Change Model
      Organizational Development Interventions
      Total Quality Management
      Strategic Planning
      Survey Feedback
      Appreciative Inquiry
      Job Enrichment
      Behavioral Performance Management
      Work Stress and Its Management
      Sources of Stress
      Effects of Stress
      Coping with Stress
      Summary

      Chapter 10 Budgeting and School Facilities Management
      Focusing Questions
      School Budgeting
      Expenditures
      Revenue
      The Budgeting Process
      Line-Item Budgeting
      Zero-Based Budgeting
      Planning-Programming Budgeting Systems
      Financial Controls
      Internal Control
      Financial Audits
      School Facilities Management
      School Infrastructure Costs
      Financing School Construction
      Asbestos
      Radon Gas
      School Lead
      Indoor Air Quality
      Electromagnetic Fields
      Summary

      Chapter 11 Creating Safe Schools
      School Safety
      Understanding School Violence
      Research on School Crime and Student Safety
      Violent Deaths at School
      Nonfatal Victimization—Student Reports
      School Environment—Crime Incidents
      Bullying
      Disrespect for Teachers
      Gang Activities
      Illegal Drugs
      Hate-Related Words
      Fights, Weapons, and Illegal Substances
      Fear and Avoidance
      Discipline, Safety, and Security Measures
      Causes of School Violence
      Access to Weapons
      Media Violence
      Cyber Abuse
      Environmental Impact
      Improving School Safety
      Physical Surveillance
      Weapons Deterrence
      Campus Police Officers
      School Policies
      Instructional Programs
      Profiling Potentially Violent Students
      Counseling and Mediation
      Research on Alcohol and Drug Use Among Adolescents
      Alcohol
      Tobacco and E-Cigarettes
      Illicit Drugs
      Marijuana
      Prescription and Over-the-Counter Drugs
      Other Illicit Drugs
      Inhalants
      Risk of Future Addiction Disorder
      Importance of Relationships with Parents
      Applying Research to Practice: Developing an Action Plan
      Strategy 1: Predict School Violence
      Strategy 2: Prevent School Violence
      Strategy 3: Focus Resources on Schools
      Strategy 4: Strengthen the System
      Strategy 5: Develop a Crisis Management Plan
      Strategy 6: Create an Orderly Climate for Learning
      Summary

      Chapter 12 Human Resources Management
      Focusing Questions
      Recruitment
      Job Analysis
      Legal Constraints
      Personnel Sources
      Teacher Recruitment Consortium
      Selection
      Interviews
      Components of a Good Interview Process
      Testing
      Assessment Centers
      Professional Development
      Assessing Professional Development Needs
      Setting Professional Development Objectives
      Selecting Professional Development Methods
      Evaluating the Professional Development Program
      Orientation and Induction of the Beginning Teacher
      Performance Appraisal
      Appraisal Methods
      Common Rating Errors
      Other Appraisal Methods
      Supervision and Evaluation
      Improving Teacher Performance Appraisals
      Union-Management Relations
      Bargaining Issues
      The Bargaining Process
      Bargaining Tactics
      New Bargaining Strategies
      Summary

      Chapter 13 Community Relations
      Focusing Questions
      Principals as “Boundary Spanners”
      School, Family, and Community Involvement
      Principals Leading Community Efforts during Catastrophes
      Principals Leading school, Family, and Community Involvement
      More Family Involvement Information for Principals to Consider
      The Harvard Family Engagement Model
      School-Community Relations and Public relations
      The Politics of Internal and External Publics
      Consideration of the Media and Community Relations
      NSPRA Standards for Educational Public Relations Programs
      Public Relations Plan
      The Four-Step Public Relations Process
      Public relations Planning Process
      Summary

      Chapter 14 The Principal and Ethics
      Focusing Questions
      The Ethical Principal
      Principals and Philosophical Concepts of Ethics
      Rights
      Freedom
      Responsibility and Authority
      Duty
      Justice
      Equity
      Caring
      Character, Commitment, and Formality
      Loyalty
      Prudence
      Critique
      Profession
      Moral Imperative
      Principals and Ethical Behavior in Schools
      Principals Promoting Ethical Behavior in Athletic Programs
      Principals Promoting Ethical Behavior through Character education
      Politics and Procedures That Promote Ethical Beha Ethics for Principals
      National and State Codes for Principals
      National Ethical Codes
      State Codes
      Summary

      Chapter 15 Political and Policy Context
      Focusing Questions
      Society, Policy, and Politics
      Policy, Politics, and the Principal
      What is a Policy?
      The Examination of Policy
      Conceptual Framework for Understanding Policy
      What is Meant by Politics?
      Types of Educational Politics
      Politics in the District
      Working with the Superintendent and other External Forces
      Summary

      Chapter 16 The Principal and Legal Issues
      Focusing Questions
      Legal Framework for Public Education
      Federal Level
      The Federal Constitution
      Federal Statutes
      Federal Administrative Agencies
      Case Law
      State Level
      State Constitutions
      State Statutes
      State Administrative Agencies
      Local Level
      The American Judicial System
      Federal Courts
      State Courts
      Church-State Relations
      Prayer and Bible Reading
      Distribution of Religious Literature
      Released Time for Religious Instruction
      Religious Absences
      State Aid to Private Schools
      Aid to Encourage Educational Choice
      Attendance and Instructional Issues
      Compulsory School Attendance
      The School Curriculum
      Student Proficiency Testing
      School Fees
      Students’ Rights
      Freedom of Expression
      Student Appearance

      Student Discipline
      Classification Practices
      Rights of Students with Disabilities
      A History of Neglect
      Section 504 of the Rehabilitation Act of 1975
      Individuals with Disabilities Education Act
      Teachers’ Rights
      Licensure and Certification
      Contracts
      Termination of Employment
      Discrimination in Employment
      Tort Liability
      Definition of a Tort
      Intentional Interference
      Elements of Negligence
      Defenses against Negligence
      Collective Bargaining
      Scope of Bargaining
      Bargaining Issues
      The Bargaining Process
      Bargaining Tactics
      New Bargaining Strategies
      Local School Districts and School Boards
      Powers of Local School Boards
      School Board Membership
      School Board Procedures
      School Elections
      School Finance
      Local Financing of Public Schools
      Challenges to State Finance Systems
      Spending versus Outcomes
      State Financing of Public Schools
      State Financial Responsibility
      School Finance Trends
      Summary
      References
      Name Index
      Subject Index

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