A Handbook for Principals Mentoring Assistant Principals
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Powerful Partnerships by Martin L. Krovetz
Book DescriptionAlthough assistant principals are key influences in our nation's schools and represent the next generation of school principals, little has been done to address professional development for these administrators. At the local level, assistants often spend their time handling student activities and discipline with little opportunity to exercise more sophisticated leadership. At the state and national levels, the position has not received much attention. Positioning the partnership between principals and assistant principals as a coaching-based relationship serving the best interests of both students and schools, Powerful Partnerships presents specific tools to help principal/assistant principal teams define and strengthen their significant collaboration and to nurture the development of future school leaders. Through discussion questions and shared activities, this resource provides opportunities for principals and assistant principals to develop a shared vision for their relationship and school, and to design a plan for communication and professional growth. The author examines aspects of instructional leadership including supervising and supporting teachers, classroom walkthroughs, professional learning communities, and using data for school improvement. Principals and assistant principals are invited to study this book together, addressing critical topics such as: - leadership as stewardship - unique leadership challenges involved in working with people - key instructional leadership responsibilities that are shared by both administrators
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Book DetailsISBN: 9781412927710
(280mm x 216mm x 13mm)
Imprint: Corwin Press Inc
Publisher: SAGE Publications Inc
Publish Date: 20-Jan-2009
Country of Publication: United States
Books By Author Martin L. Krovetz
Fostering Resilience, Paperback (February 2008)
This guide identifies the characteristics of resilient learning communities, revisits schools from the first edition, and offers case studies, sample questionnaires, strategies, and tools for self-evaluation.
Collaborative Teacher Leadership, Paperback (May 2006)» View all books by Martin L. Krovetz
The authors present teachers' own observations and reflections on leadership to demonstrate how teacher leaders can help close the achievement gap.
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Author Biography - Martin L. Krovetz
Gary Bloom is associate director of the New Teacher Center at the University of California, Santa Cruz. Bloom has 23 years of K-12 education experience, having served as a bilingual teacher, principal, director of curriculum, and assistant superintendent. He served as the superintendent of the Aromas-San Juan Unified School District, known for its innovative programs such as graduation exhibitions, a teacher-led high school, and teacher peer review. Bloom is a Kellogg National Fellow, adjunct faculty to San Jose State University's educational administration graduate program, and has consulted, trained, and presented on a variety of topics throughout the United States and in Latin America. He is the primary author of a number of professional development programs for leadership coaches and school principals. He has published articles in a variety of journals, most recently on the topics of teacher leadership, principal development, professional learning communities, new teacher support, and the appropriate use of technology. He is the lead author of Blended Coaching. Martin L. Krovetz is the director of the Leading for Equity and Achievement Design (LEAD) Center, a regional center of the Coalition of Essential Schools. From 1991 to 2006, he was a professor of educational leadership at San Jose State University. During this time, he developed and coordinated the Master's in Collaborative Leadership Program. From 1977 to 1991, he was a high school principal in Santa Cruz, California. In addition to being the author of the Fostering Resillience, he is the author with Gilberto Arriaza of Collaborative Teacher Leadership: How Teachers Can Foster Equitable Schools, published by Corwin Press in 2006. He has published in numerous journals and presents at national conferences, including ASCD and the Coalition of Essential Schools. He received his PhD in social psychology from the University of North Carolina and BA from the University of Florida.
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