{"product_id":"the-principalship-a-learning-centered-approach-9781538123942","title":"The Principalship: A Learning-Centered Approach","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eStudent learning is the main reason for the school’s existence. The focus on results, the focus on\u003c\/p\u003e\u003cp\u003estudent 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. \u003c\/p\u003e\u003cp\u003eTo 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.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThe 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. \u003c\/p\u003e -- Fenwick W. English, Professor and Department Chair, Educational Leadership, Teachers College, Ball State University\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eTABLE OF CONTENTS (DRAFT) \u003cbr\u003eNOTE: 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.\u003cbr\u003e \u003cbr\u003eChapter 1 Creating a Vision for Learning\u003cbr\u003eFocusing Questions\u003cbr\u003eCreating a Vision\u003cbr\u003eThe Principal's Vision\u003cbr\u003e Beliefs, Values, and Attitudes\u003cbr\u003e The Leadership Framework\u003cbr\u003e Benefits of Articulating the Vision\u003cbr\u003eShepherding the Vision\u003cbr\u003e Vision Detractors\u003cbr\u003e Vision Maintainers\u003cbr\u003eCreating a Professional Learning Community\u003cbr\u003e Creating a Mission Statement\u003cbr\u003e Developing a Vision\u003cbr\u003e Developing Value Statements\u003cbr\u003e Establishing Goals\u003cbr\u003eGoal Statements\u003cbr\u003eHierarchy of Goals\u003cbr\u003eCriteria for Effective Goals\u003cbr\u003eThe Goal-Setting Process\u003cbr\u003eProblems with Goal Setting\u003cbr\u003eMaking Goal Setting Effective\u003cbr\u003eDeveloping Plans for Attaining Goals\u003cbr\u003eStrategic Plans\u003cbr\u003eTactical Plans\u003cbr\u003eOperational Plans\u003cbr\u003eStanding Plans\u003cbr\u003eSingle-Use Plans\u003cbr\u003eHow Some Schools Have Used Goal-Setting to Improve Test Scores\u003cbr\u003eDeveloping a Culture for Learning\u003cbr\u003eDefinition and Characteristics\u003cbr\u003eHeroes, Traditions, and Networks\u003cbr\u003eMaintaining School Culture\u003cbr\u003eThe Principal as Instructional Leader\u003cbr\u003eFocusing on Learning\u003cbr\u003eEncouraging Collaboration\u003cbr\u003eAnalyzing Results\u003cbr\u003eProviding Support\u003cbr\u003eAligning Curriculum, Instruction, and Assessment\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 2. The Curriculum\u003cbr\u003eFocusing Questions\u003cbr\u003eConcepts and Models of Curriculum\u003cbr\u003eTyler: Classical Model\u003cbr\u003eBeauchamp: Managerial Model\u003cbr\u003eTaba: Applicative Model\u003cbr\u003eSaylor and Colleagues: Systems Model\u003cbr\u003eEisner: Dimensional Model\u003cbr\u003eOrnstein: Systemic Model\u003cbr\u003eIrby and Lunenburg: Aligned Model\u003cbr\u003eRelationship of Curriculum to Instruction\u003cbr\u003eThe Principal as Curriculum Leader\u003cbr\u003eBuilding a Community of Learners\u003cbr\u003eCurriculum Goals and Instructional Objectives\u003cbr\u003eWriting Effective Instructional Objectives\u003cbr\u003eDeveloping a Needs Assessment\u003cbr\u003eConducting a Needs Assessment\u003cbr\u003eIncorporating Standards\u003cbr\u003eSelecting Assessment Tools\u003cbr\u003eDeveloping a Curriculum Alignment Process\u003cbr\u003eFocusing the Vision on the School’s Mission through Curriculum\u003cbr\u003eAligning the Curriculum to the Vision and Mission\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 3 Teaching and Learning\u003cbr\u003eFocusing Questions\u003cbr\u003eThe Principal’s Role in Teaching and Learning\u003cbr\u003eThe Principal’s Role in Instructional Planning\u003cbr\u003ePromoting Teacher Reflection\u003cbr\u003eUsing Student Data in Instructional Planning\u003cbr\u003eUsing Students’ Cultural Background in Instructional Planning\u003cbr\u003eEthnoinstruction\u003cbr\u003eDifferentiated Instruction\u003cbr\u003eUsing Theoretical Frames for Instructional Planning\u003cbr\u003eGagne: Conditions of Learning\u003cbr\u003eGuilford: Structure of Intellect\u003cbr\u003eKohlberg: Stages of Moral Development\u003cbr\u003eRosenshine and Meister: Scaffolding\u003cbr\u003ePiaget: Stages of Intellectual Development\u003cbr\u003eDunn and Dunn: Learning Styles\u003cbr\u003eGardner: Multiple Intelligences \u003cbr\u003eThe Effective Schools Model\u003cbr\u003eClear and Focused Mission\u003cbr\u003eInstructional Leadership\u003cbr\u003eHigh Expectations\u003cbr\u003eOpportunity to learn and Time on Task\u003cbr\u003eFrequent Monitoring\u003cbr\u003eSafe and Orderly Environment\u003cbr\u003ePositive Home-School Environment\u003cbr\u003eEffective Teaching Practices\u003cbr\u003eTwelve Practices of Effective Teaching\u003cbr\u003eConditions for Learning\u003cbr\u003eBest Practices for the Classroom\u003cbr\u003eModels of Evaluation\u003cbr\u003eFormative and Summative\u003cbr\u003eClinical Supervision\u003cbr\u003eWalk-Through Observations\u003cbr\u003ePeer Coaching\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 4 Professional Development to Improve Learning\u003cbr\u003eThe Principal’s Mission Related to Professional Development\u003cbr\u003eThe Principal’s Mission for Teacher’s Professional Development\u003cbr\u003eHigh Quality Professional Development\u003cbr\u003eTen Principles of Effective Professional Development\u003cbr\u003eAction Research\u003cbr\u003eEvaluation Portfolio\u003cbr\u003eThe Principals Mission for Personal Professional Development\u003cbr\u003eThe Professional Development Portfolio\u003cbr\u003eUsing the Professional Development Portfolio\u003cbr\u003eEthics of Professional Development\u003cbr\u003eNational Staff Development Council Code of Ethics\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 5 Directing Student Services\u003cbr\u003eFocusing Questions\u003cbr\u003eGuidance and Counseling Services\u003cbr\u003eAims\u003cbr\u003eRole of the Counselor\u003cbr\u003eMajor Services\u003cbr\u003eMethods of Counseling\u003cbr\u003eEvaluation of Counseling Services\u003cbr\u003eAttendance and Student Records\u003cbr\u003eUse of Assessment Data to Improve Learning\u003cbr\u003eReporting to Parents and Families\u003cbr\u003eMethods of Reporting Student Progress\u003cbr\u003eExtracurricular Programs and Athletics\u003cbr\u003eGoals\u003cbr\u003eFunctions\u003cbr\u003eSpecial Education Services\u003cbr\u003eRelated Services\u003cbr\u003eDue Process Protections\u003cbr\u003eDiscipline\u003cbr\u003eGifted Education\u003cbr\u003eDefinitions of Giftedness\u003cbr\u003eAdministrative Arrangements\u003cbr\u003eCurriculum Models\u003cbr\u003eBilingual Education\u003cbr\u003eProgram Descriptions\u003cbr\u003eAdministrative Arrangements\u003cbr\u003eBilingual Education Models\u003cbr\u003eEnglish as a Second Language\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 6 Organizational Structure and Design\u003cbr\u003eFocusing Questions\u003cbr\u003eSchools as Open Systems\u003cbr\u003eInputs\u003cbr\u003eTransformation Process\u003cbr\u003eOutputs\u003cbr\u003eFeedback\u003cbr\u003eLeadership Functions\u003cbr\u003ePlanning\u003cbr\u003eOrganizing\u003cbr\u003eLeading\u003cbr\u003eMonitoring\u003cbr\u003eEffective Principals\u003cbr\u003eTask Dimensions\u003cbr\u003eHuman Resource Activities\u003cbr\u003eBehavioral Profiles of Effective Principals\u003cbr\u003eThe Demise of Bureaucracy\u003cbr\u003eEmergent Models of Organizational Structure\u003cbr\u003eSystem 4 Design\u003cbr\u003eSite-Based Management\u003cbr\u003eTransformational Leadership\u003cbr\u003eGroup Dynamics and Teams\u003cbr\u003eSynergistic Leadership Theory\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 7 Decision Making: Individual and Group Processes\u003cbr\u003eFocusing Questions\u003cbr\u003eThe Nature of Decision Making\u003cbr\u003eTypes of Decisions\u003cbr\u003eHow are Decisions Made?\u003cbr\u003eIndividual Influences on Decision Making\u003cbr\u003eThe Role of Intuition in Decision Making\u003cbr\u003eCreativity in Decision Making\u003cbr\u003eStages in the Creative Process\u003cbr\u003eCharacteristics of Creative People\u003cbr\u003eConditions Necessary to Stimulate Creativity\u003cbr\u003eEnhancing Creativity\u003cbr\u003eCreativity Training\u003cbr\u003eDecision-Making Styles\u003cbr\u003eDirective\u003cbr\u003eAnalytical\u003cbr\u003eConceptual \u003cbr\u003eBehavioral\u003cbr\u003eGroup Decision Making\u003cbr\u003eBenefits of Group Decision Making\u003cbr\u003eDecision Quality\u003cbr\u003eDecision Creativity\u003cbr\u003eDecision Acceptance\u003cbr\u003eDecision Judgment\u003cbr\u003eDecision Accuracy\u003cbr\u003eProblems with Group Decision Making\u003cbr\u003eGroupthink\u003cbr\u003eRisky Shift\u003cbr\u003eEscalation of Commitment\u003cbr\u003eTechniques for Improving Group Decisions\u003cbr\u003eBrainstorming\u003cbr\u003eNominal Group Technique\u003cbr\u003eDelphi Technique\u003cbr\u003eDevil’s Advocacy\u003cbr\u003eDialectical Inquiry\u003cbr\u003eGroup Behavior\u003cbr\u003eStages of Group Development \u003cbr\u003eForming\u003cbr\u003eStorming\u003cbr\u003eNorming\u003cbr\u003ePerforming\u003cbr\u003eAdjourning\u003cbr\u003eCharacteristics of Mature Groups\u003cbr\u003eGroup Roles\u003cbr\u003eGroup Norms\u003cbr\u003eGroup Status\u003cbr\u003eGroup Size\u003cbr\u003eGroup Cohesiveness\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 8 Developing Effective Communications\u003cbr\u003eFocusing Questions\u003cbr\u003eThe Importance of Communication\u003cbr\u003eFunctions of Communication\u003cbr\u003eDirecting Action\u003cbr\u003eLinking and Coordinating\u003cbr\u003eBuilding Relationships\u003cbr\u003eLearning Organizational Culture\u003cbr\u003ePresenting a School’s Image\u003cbr\u003eGenerating Ideas\u003cbr\u003ePromoting Ideals and Values\u003cbr\u003eFostering Motivation\u003cbr\u003eProviding Information\u003cbr\u003eThe Communication Process\u003cbr\u003eDevelop an Idea\u003cbr\u003eEncode\u003cbr\u003eTransmit\u003cbr\u003eReceive\u003cbr\u003eDecode\u003cbr\u003eAccept\u003cbr\u003eUse\u003cbr\u003eFeedback\u003cbr\u003eVerbal Communication: Speaking and Writing\u003cbr\u003eNonverbal Communication\u003cbr\u003eKinesics\u003cbr\u003eProxemics\u003cbr\u003eParalanguage\u003cbr\u003eChronemics\u003cbr\u003ePractical Tips\u003cbr\u003eFormal Communication Channels\u003cbr\u003eDownward Communication\u003cbr\u003eUpward Communication\u003cbr\u003eHorizontal Communication\u003cbr\u003eDiagonal Communication\u003cbr\u003eInformal Communication Channels\u003cbr\u003eThe Grapevine\u003cbr\u003eRumor\u003cbr\u003eHow to Combat Rumors\u003cbr\u003eCommunication Networks\u003cbr\u003eNetwork Patterns\u003cbr\u003eNetwork Analysis\u003cbr\u003eBarriers to Communication \u003cbr\u003e Frames of Reference\u003cbr\u003e Sender Credibility \u003cbr\u003e Filtering\u003cbr\u003e Selective Perceptions\u003cbr\u003e Structure\u003cbr\u003e Information Overload\u003cbr\u003e Semantics\u003cbr\u003e Status Differences\u003cbr\u003e Gender Differences\u003cbr\u003e Cultural Context\u003cbr\u003e Ethnocentrism\u003cbr\u003e “Poilitically Correct” Communication\u003cbr\u003eOvercoming Barriers to Communication\u003cbr\u003e Communicating in Diverse Organizations\u003cbr\u003e Repetition\u003cbr\u003e Empathy\u003cbr\u003e Understanding\u003cbr\u003e Feedback\u003cbr\u003e Regulating Information Flow\u003cbr\u003e Simplifying Language\u003cbr\u003e Encouraging Mutual Trust\u003cbr\u003e Adapting Communication Styles\u003cbr\u003e Active Listening\u003cbr\u003eTechnology and Communication\u003cbr\u003eElectronic Mail (E-mail)\u003cbr\u003eInstant Messaging\u003cbr\u003eSocial Networking\u003cbr\u003eVoice Mail\u003cbr\u003ePersonal Digital Assistants and Smartphones\u003cbr\u003eBlogs (Web Logs)\u003cbr\u003ePresentation Technology\u003cbr\u003eVideoconferencing\u003cbr\u003eChoosing Media: A Contingency Approach\u003cbr\u003ePersuasive Communication\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 9 Change and Stress Management\u003cbr\u003eFocusing Questions\u003cbr\u003eThe Nature of Organizational Change\u003cbr\u003eForces for Change\u003cbr\u003eResistance to Change\u003cbr\u003eOvercoming Resistance to Change\u003cbr\u003eApproaches to Managing Change\u003cbr\u003eLewin’s Three-Step Model\u003cbr\u003eKotter’s Eight-Step Model\u003cbr\u003eHarris’s Five-Phase Model\u003cbr\u003eGreiner’s Pattern of Change Model\u003cbr\u003eOrganizational Development Interventions\u003cbr\u003eTotal Quality Management\u003cbr\u003eStrategic Planning\u003cbr\u003eSurvey Feedback\u003cbr\u003eAppreciative Inquiry\u003cbr\u003eJob Enrichment\u003cbr\u003eBehavioral Performance Management\u003cbr\u003eWork Stress and Its Management\u003cbr\u003eSources of Stress\u003cbr\u003eEffects of Stress\u003cbr\u003eCoping with Stress\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 10 Budgeting and School Facilities Management\u003cbr\u003eFocusing Questions\u003cbr\u003eSchool Budgeting\u003cbr\u003eExpenditures\u003cbr\u003eRevenue\u003cbr\u003eThe Budgeting Process\u003cbr\u003eLine-Item Budgeting\u003cbr\u003eZero-Based Budgeting\u003cbr\u003ePlanning-Programming Budgeting Systems\u003cbr\u003eFinancial Controls\u003cbr\u003eInternal Control\u003cbr\u003eFinancial Audits\u003cbr\u003eSchool Facilities Management\u003cbr\u003eSchool Infrastructure Costs\u003cbr\u003eFinancing School Construction\u003cbr\u003eAsbestos\u003cbr\u003eRadon Gas\u003cbr\u003eSchool Lead\u003cbr\u003eIndoor Air Quality\u003cbr\u003eElectromagnetic Fields\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 11 Creating Safe Schools\u003cbr\u003eSchool Safety\u003cbr\u003eUnderstanding School Violence\u003cbr\u003eResearch on School Crime and Student Safety\u003cbr\u003eViolent Deaths at School\u003cbr\u003eNonfatal Victimization—Student Reports\u003cbr\u003eSchool Environment—Crime Incidents\u003cbr\u003eBullying\u003cbr\u003eDisrespect for Teachers\u003cbr\u003eGang Activities\u003cbr\u003eIllegal Drugs\u003cbr\u003eHate-Related Words\u003cbr\u003eFights, Weapons, and Illegal Substances\u003cbr\u003eFear and Avoidance\u003cbr\u003eDiscipline, Safety, and Security Measures\u003cbr\u003eCauses of School Violence\u003cbr\u003eAccess to Weapons\u003cbr\u003eMedia Violence\u003cbr\u003eCyber Abuse\u003cbr\u003eEnvironmental Impact\u003cbr\u003eImproving School Safety\u003cbr\u003ePhysical Surveillance\u003cbr\u003eWeapons Deterrence\u003cbr\u003eCampus Police Officers\u003cbr\u003eSchool Policies\u003cbr\u003eInstructional Programs\u003cbr\u003eProfiling Potentially Violent Students\u003cbr\u003eCounseling and Mediation\u003cbr\u003eResearch on Alcohol and Drug Use Among Adolescents\u003cbr\u003eAlcohol\u003cbr\u003eTobacco and E-Cigarettes\u003cbr\u003eIllicit Drugs\u003cbr\u003eMarijuana\u003cbr\u003ePrescription and Over-the-Counter Drugs\u003cbr\u003eOther Illicit Drugs\u003cbr\u003eInhalants\u003cbr\u003eRisk of Future Addiction Disorder\u003cbr\u003eImportance of Relationships with Parents\u003cbr\u003eApplying Research to Practice: Developing an Action Plan\u003cbr\u003eStrategy 1: Predict School Violence\u003cbr\u003eStrategy 2: Prevent School Violence\u003cbr\u003eStrategy 3: Focus Resources on Schools\u003cbr\u003eStrategy 4: Strengthen the System\u003cbr\u003eStrategy 5: Develop a Crisis Management Plan\u003cbr\u003eStrategy 6: Create an Orderly Climate for Learning\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 12 Human Resources Management\u003cbr\u003eFocusing Questions\u003cbr\u003eRecruitment\u003cbr\u003eJob Analysis\u003cbr\u003eLegal Constraints\u003cbr\u003ePersonnel Sources\u003cbr\u003eTeacher Recruitment Consortium\u003cbr\u003eSelection\u003cbr\u003eInterviews\u003cbr\u003eComponents of a Good Interview Process\u003cbr\u003eTesting\u003cbr\u003eAssessment Centers\u003cbr\u003eProfessional Development\u003cbr\u003eAssessing Professional Development Needs\u003cbr\u003eSetting Professional Development Objectives\u003cbr\u003eSelecting Professional Development Methods\u003cbr\u003eEvaluating the Professional Development Program\u003cbr\u003eOrientation and Induction of the Beginning Teacher\u003cbr\u003ePerformance Appraisal\u003cbr\u003eAppraisal Methods\u003cbr\u003eCommon Rating Errors\u003cbr\u003eOther Appraisal Methods\u003cbr\u003eSupervision and Evaluation\u003cbr\u003eImproving Teacher Performance Appraisals\u003cbr\u003eUnion-Management Relations\u003cbr\u003eBargaining Issues\u003cbr\u003eThe Bargaining Process\u003cbr\u003eBargaining Tactics\u003cbr\u003eNew Bargaining Strategies\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 13 Community Relations\u003cbr\u003eFocusing Questions\u003cbr\u003ePrincipals as “Boundary Spanners”\u003cbr\u003eSchool, Family, and Community Involvement\u003cbr\u003ePrincipals Leading Community Efforts during Catastrophes\u003cbr\u003ePrincipals Leading school, Family, and Community Involvement\u003cbr\u003eMore Family Involvement Information for Principals to Consider\u003cbr\u003eThe Harvard Family Engagement Model\u003cbr\u003eSchool-Community Relations and Public relations\u003cbr\u003eThe Politics of Internal and External Publics\u003cbr\u003eConsideration of the Media and Community Relations\u003cbr\u003eNSPRA Standards for Educational Public Relations Programs\u003cbr\u003ePublic Relations Plan\u003cbr\u003eThe Four-Step Public Relations Process\u003cbr\u003ePublic relations Planning Process\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 14 The Principal and Ethics\u003cbr\u003eFocusing Questions\u003cbr\u003eThe Ethical Principal\u003cbr\u003ePrincipals and Philosophical Concepts of Ethics\u003cbr\u003eRights\u003cbr\u003eFreedom\u003cbr\u003eResponsibility and Authority\u003cbr\u003eDuty\u003cbr\u003eJustice\u003cbr\u003eEquity\u003cbr\u003eCaring\u003cbr\u003eCharacter, Commitment, and Formality\u003cbr\u003eLoyalty\u003cbr\u003ePrudence\u003cbr\u003eCritique\u003cbr\u003eProfession\u003cbr\u003eMoral Imperative\u003cbr\u003ePrincipals and Ethical Behavior in Schools\u003cbr\u003ePrincipals Promoting Ethical Behavior in Athletic Programs\u003cbr\u003ePrincipals Promoting Ethical Behavior through Character education\u003cbr\u003ePolitics and Procedures That Promote Ethical Beha Ethics for Principals\u003cbr\u003eNational and State Codes for Principals\u003cbr\u003eNational Ethical Codes\u003cbr\u003eState Codes\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 15 Political and Policy Context\u003cbr\u003eFocusing Questions\u003cbr\u003eSociety, Policy, and Politics\u003cbr\u003ePolicy, Politics, and the Principal\u003cbr\u003eWhat is a Policy?\u003cbr\u003eThe Examination of Policy\u003cbr\u003eConceptual Framework for Understanding Policy\u003cbr\u003eWhat is Meant by Politics?\u003cbr\u003eTypes of Educational Politics\u003cbr\u003ePolitics in the District\u003cbr\u003eWorking with the Superintendent and other External Forces\u003cbr\u003eSummary\u003cbr\u003e\u003cbr\u003eChapter 16 The Principal and Legal Issues\u003cbr\u003eFocusing Questions\u003cbr\u003eLegal Framework for Public Education\u003cbr\u003eFederal Level\u003cbr\u003eThe Federal Constitution\u003cbr\u003eFederal Statutes\u003cbr\u003eFederal Administrative Agencies\u003cbr\u003eCase Law\u003cbr\u003eState Level\u003cbr\u003eState Constitutions\u003cbr\u003eState Statutes\u003cbr\u003eState Administrative Agencies\u003cbr\u003eLocal Level\u003cbr\u003eThe American Judicial System\u003cbr\u003eFederal Courts\u003cbr\u003eState Courts\u003cbr\u003eChurch-State Relations\u003cbr\u003ePrayer and Bible Reading\u003cbr\u003eDistribution of Religious Literature\u003cbr\u003eReleased Time for Religious Instruction\u003cbr\u003eReligious Absences\u003cbr\u003eState Aid to Private Schools\u003cbr\u003eAid to Encourage Educational Choice\u003cbr\u003eAttendance and Instructional Issues\u003cbr\u003eCompulsory School Attendance\u003cbr\u003eThe School Curriculum\u003cbr\u003eStudent Proficiency Testing\u003cbr\u003eSchool Fees\u003cbr\u003eStudents’ Rights\u003cbr\u003eFreedom of Expression\u003cbr\u003eStudent Appearance\u003cbr\u003e\u003cbr\u003eStudent Discipline\u003cbr\u003eClassification Practices\u003cbr\u003eRights of Students with Disabilities\u003cbr\u003eA History of Neglect\u003cbr\u003eSection 504 of the Rehabilitation Act of 1975\u003cbr\u003eIndividuals with Disabilities Education Act\u003cbr\u003eTeachers’ Rights\u003cbr\u003eLicensure and Certification\u003cbr\u003eContracts\u003cbr\u003eTermination of Employment\u003cbr\u003eDiscrimination in Employment\u003cbr\u003eTort Liability\u003cbr\u003eDefinition of a Tort\u003cbr\u003eIntentional Interference\u003cbr\u003eElements of Negligence\u003cbr\u003eDefenses against Negligence\u003cbr\u003eCollective Bargaining\u003cbr\u003eScope of Bargaining\u003cbr\u003eBargaining Issues\u003cbr\u003eThe Bargaining Process\u003cbr\u003eBargaining Tactics\u003cbr\u003eNew Bargaining Strategies\u003cbr\u003eLocal School Districts and School Boards\u003cbr\u003ePowers of Local School Boards\u003cbr\u003eSchool Board Membership\u003cbr\u003eSchool Board Procedures\u003cbr\u003eSchool Elections\u003cbr\u003eSchool Finance\u003cbr\u003eLocal Financing of Public Schools\u003cbr\u003eChallenges to State Finance Systems\u003cbr\u003eSpending versus Outcomes\u003cbr\u003eState Financing of Public Schools\u003cbr\u003eState Financial Responsibility\u003cbr\u003eSchool Finance Trends\u003cbr\u003eSummary\u003cbr\u003eReferences\u003cbr\u003eName Index\u003cbr\u003eSubject Index","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":51041143062871,"sku":"9781538123942","price":111.03,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781538123942.jpg?v=1750949104","url":"https:\/\/bookcurl.com\/products\/the-principalship-a-learning-centered-approach-9781538123942","provider":"Book Curl","version":"1.0","type":"link"}