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Over 100 of the best field-based practices of award-winning secondary principals are examined to help school leaders produce a successful, thriving school environment.
Student achievement is positively correlated to effective principal leadership (Marzano et al., 2005). Data suggests school improvement efforts need three to five years to be fully implemented and for the impact to be realized (Beckett, 2018). The most recent principal turnover data in Texas indicates a turnover rate of 52.2% within a three-year period and 71.3% within a five-year period (Fuller, 2008). The turnover rate at Title I schools is higher than nonTitle I schools (Grissom & Bartanen, 2018). There is evidence and research around why principals leave (Baker et al., 2010; Battle & Gruber, 2010; Beckett, 2018), but little to no evidence surrounding those who stay five or more years. This qualitative study explores the reasons or factors principals of Title I public schools in Texas continued to lead their schools for five or more years. In this phenomenological study, ten principals of schools grades five or higher were interviewed to understand the phenomenon of longevity in a role with a high turn-over rate in Texas and nationally. Data from these interviews were coded and analyzed. The findings were reported with conclusions drawn about the reasons discovered. This study hopes to provide public school district leadership a clearer understanding of why some leaders of schools designated as Title I persist for five or more years.
Practical guidance for spearheading curriculum development and change This comprehensive guide walks principals through the curriculum development and renewal process with encouragement, hitting the hard issues of doing more with less, integrating technology, creating a culture of improvement, and improving student outcomes. The authors incorporate the Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituent Council (ELCC) standards for principals as they relate to curriculum leadership. Highlights include step-by-step guidance for: Working collaboratively with personnel Integrating state and national standards into school curriculum Maximizing professional development opportunities Connecting curriculum to instruction
A comprehensive guide to building successful relationships with all school personnel! Ideal for practicing and aspiring principals, this in-depth resource presents policies, procedures, and techniques for managing faculty and support staff and creating effective work environments. The authors provide case studies, strategies, and reflective exercises in each chapter to help administrators evaluate their schools and practices. Based on ISLLC and ELCC standards for school leadership, this book covers: Shaping school culture to promote shared ownership of the school’s vision Recruiting, selecting, and retaining qualified personnel Effective communication and conflict resolution Handling challenging situations such as supervising marginal employees and addressing grievances
Overviews the curriculum management audit (CMA) and compares and contrasts it with principles of total quality management (TQM), asking whether a school district can use curriculum audit principles in conjunction with TQM. Part I examines the history, critics, and practical compatibility of the CMA