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Tables of Contents for Elementary School Principal's Handbook
Chapter/Section Title
Page #
Page Count
Foreword
xi
Preface
xiii
Acknowledgments
xv
Domain 1: Initiating and Responding to Change
School Leadership
3
6
Knowing the Dimensions of Leadership
3
1
Providing Purpose and Direction
4
2
Improving School Culture
6
1
Developing a Relevant School Vision
6
1
Setting Priorities and Goals
7
1
Conclusion
8
1
Introducing Change
9
10
Change is Continuous
9
1
Change Starts with a Decision to Move Toward a New Objective
10
1
Identifiable Mechanisms for Making Change in Three Stages
11
1
Change may Require Use of Different Roles
12
7
Domain 2: Preparing the Organization to Implement Change
Helping Individuals Change Within The School Organization
19
4
Identifying Significant Staff Members Who Promote the Shared Vision
19
1
Identifying Significant Stakeholders Who Promote the Shared Vision
20
1
Systemic Devices to Assess the Principal's Performance
20
1
Work Toward Concensus
21
1
Strategies for Clear Communication
21
2
Establishing A Plan To Promote Change And Agreement Within The School Organization
23
6
Three Types of Plans
24
1
Three Types of Data Used in Planning
24
1
Instruct
25
4
Domain 3: Making Effective Decisions
Steps In The Decision Process
29
8
Decision Making Defined
29
1
Decision Needs---Defining Appropriate Procedures
29
2
Decision-Making Model
31
1
Other Decision-Making Processes
32
1
Who Makes the Decision?
33
1
Differing Degrees of Authority and Responsibility
33
1
Ways to Facilitate Decision Making
34
1
Summary
34
3
Domain 4: Managing Human Relations and Material Resources
A Positive Work Climate Through Effective Human Resource Management
37
4
Developing a Positive Work Climate
37
1
Hiring of New Staff
37
1
Using a Range of Incentives
38
1
Site-Based Decision Making
38
1
``A Picture is Worth a Thousand Words''
39
1
Clear, Frequent, and Concise Communication
40
1
Selection of Staff
41
4
Hiring and Assigning Personnel
41
1
The Selection Process
42
1
What the New Staff Member Needs to Know
42
1
Best Match of Candidate to School
43
1
Transfers
43
2
Supervison of Staff
45
4
High-Quality Supervision
45
1
Clinical Evaluation
46
1
Evaluation Timelines
46
1
Three Kinds of Evaluations
46
1
Remediation Plan
47
1
Terminations, Reduction in Work Force, and Due Process
47
1
Personnel Records
47
1
Staff Complaints and Grievances
48
1
Feedback on Job Performance for the Principal
48
1
Collective Bargaining
49
2
Model of the Information Collection Process
49
1
Morale Committee
50
1
Five Ways to Handle Conflict
50
1
Fiscal Management
51
4
A Labor-Intensive Enterprise
51
1
Economics and Demography
51
1
Providing Unequal Resources
51
1
Serrano Decision
52
1
Property Tax
52
1
Annualarity, Comprehensiveness, and Balance
53
1
Matrix Budgeting
53
1
Continuous Monitoring
53
2
The Budgeting Process At A School Site
55
2
Budget Timeline
55
1
Funding Sources
55
1
Budget Account Categories
56
1
Maximum Dollars Spent are Easily Seen
56
1
Fundraising
57
2
Supplementing Current Programs
57
1
Fundraising can Pull the School Community Apart
57
1
Assessing Our Needs
57
1
Five to Six Fundraisers Each Year
57
1
Fundraising will Benefit the Greatest Number of Students
58
1
Managing A School Site
59
6
First Impressions do Count
59
1
Trash Busters
59
1
Frequent Chats with the Custodial Staff
60
1
Ensuring a Safe Environment
60
1
An Element of Surprise
60
1
Know Where the Electrical, Water, and Gas Shut-Off Valves are
60
1
Dealing with the Media
60
1
Dealing with Accidents
60
1
Planning for the Worst, Yet Hoping for the Best
61
1
Who can be Expected to be the Helpers
61
4
Domain 5: Support for Instruction and Learning
Parent Involvement
65
6
Recent Parent Involvement Research
65
1
San Bernardino Improves Reading
66
1
Parent Involvement Policy
66
1
Riley School
67
1
Riley School Parent Involvement Program
67
1
Progress Toward Meeting Three-Year Objectives
68
1
Questionnaire
68
3
Self-Evaluation
71
14
Staff Development
71
1
Self-Evaluation for Staff
71
1
Development of Teacher Abilities
72
13
Improvement Of The Instructional Program
85
6
Extrinsic Rewards
85
1
Characteristics of Schools
85
1
Creating an Active Learning Setting
86
1
Visible Recognition
86
1
Building an Interesting Curriculum
87
1
Diversity
87
1
Setting Clear Goals
88
1
Using Positive Reinforcement
88
1
Cooperative Learning
88
1
Inducing Readiness to Learn
88
1
Encouraging Student Responses
88
1
Teacher Efficacy
89
1
Alternative Instructional Strategies
89
1
Narrow Perspective
89
2
Identifying Special Needs Students: Elementary Risk Assessment
91
6
Elementary Risk Assessment Questionnaire
91
1
Teacher Guidelines for Interpreting the Results of the Risk Assessment
92
1
The Questionnaire and Suggested Interventions
93
4
Planning And Supervision Of Curriculum
97
4
Knowledge of Curriculum Content
97
1
Curriculum Design
97
1
Knowledge of Content Trends
97
1
Formal, Informal, and Hidden Curricula
98
1
Mapping the Taught Curriculum
98
1
Curricular Alignment
98
1
Selecting Assessment Instruments
98
1
Needs Assessments
99
1
How Do Students Learn?
99
1
Cultural and Socio-Economic Diversity
99
1
Knowledge of Evaluation
99
2
Planning And Supervision Of Instruction And The Learning Environment
101
8
Support for Instruction and Learning
101
1
Developing School Unit Goals and Objectives
101
2
Allocating Staff
103
1
Allocating Time and Space
104
1
Using Material, Equipment, and Facilities
105
1
Coordinating Supporting Non-Instructional Services
105
1
Developing Positive School-Community Relations
106
1
Developing Appropriate Inservice Training
106
1
Assessing the Needs of the School
107
2
Planning And Supervising The Use Of Technology
109
8
Developing a School Plan for Technology
109
1
Teacher Questionnaire: Skills and Attitude
109
2
Teacher Questionnaire: Usage
111
1
Parent Questionnaire
112
1
Teachnology Plan: Teachers
112
1
Technology Plan: Students
113
1
Teacher Competencies
113
2
Results
115
2
Domain 6: Assessment and Evaluation
117
82
Establishing A Climate For Staff Acceptance Of Assessment And Evaluation
119
6
Power and Authority
119
1
Legitimate Power Through Group Support
120
1
Power can be Converted to Authority
120
1
Evaluation
121
1
Proper Control Systems
121
1
Evaluation Requirements
122
1
Good Teachers Like Strong Evaluation
122
1
Soundly Based Evaluations
122
1
Visibility of Work
122
1
Evaluation Competencies
123
2
Assessing Student Progress
125
6
Assessment
125
1
What is a Portfolio?
125
1
What Should be Happening in the Classroom/Office to Support the Use of Portfolios?
126
1
What is the Purpose of the Portfolio?
126
1
What Should Go into a Portfolio? (Some Suggestions)
126
1
How can the Portfolio Help Students Reflect on their Learning?
127
1
How Do You ``Manage'' a Portfolio?
127
1
A Guide to Self-Assessment
128
1
Assessment Lingo
129
2
Many Kinds Of Minds: A Neurodevelopmental Perspective For Understanding Why Some Students Fail In School
131
14
Introduction
131
1
Brain-Mind (Neuro-Cognitive) Differences that Exist Among All People
132
1
Vignettes of Neurodevelopmental Variations
132
3
Strategies for Reaching and Teaching Many Kinds of Minds
135
1
Implications and Limitations of a Neurodevelopmental Perspective and Study
136
2
Limitations
138
6
Homework
144
1
Clinical Supervision And Evaluation
145
6
Supervision and Staff Evaluation Models
145
1
Planning Instruction
145
1
Staff Evaluation
146
1
Contingency Supervision
146
1
Clinical Supervision
147
1
Improving the Job Performance of Staff Members through Effective Evaluation and Documentation Procedures
147
4
Evaluation Of Program Effectiveness
151
8
``Why Evaluate?''
151
1
Some Purposes of Evaluation
151
1
Centering on the Student
151
2
Serving All Student
153
1
Offering a Comprehensive Scope of Services
154
1
Coordinating Resources and Personnel
154
1
Incorporating Feedback and Evaluation into the System
155
4
Domain 7: School, Law, Policies, and Politics
Legal Responsibilities Of The Principal
159
4
Costly Legal Errors
159
1
Constitutional Issues Apply to Schools
159
1
A Preventive Law Approach
160
1
Individual Freedoms
160
1
Federal Statutory Requirements
160
1
State Constitutional and Statutory Provisions
161
1
Civil and Criminal Law Liability
161
1
Administration of Contracts and Accounts
161
1
Key Behaviors
161
1
What a Principal Schould be Able to do?
161
2
Public Relations And Media Relations
163
12
The Media are not Your Friends
163
1
Building Relationships that Change Attitudes
163
1
Dodge the Tough Ones and Morale Goes Down
163
1
Role Conflict
164
1
Two-Way Communications
164
1
Key Components of Effective Programs
164
2
Two Essential Theories of Public Relations
166
1
Effective and Ineffective Behaviors
166
2
Eleven Things Principals Should be Able to do
168
1
Understanding Different Political Positions In Schools
169
1
Political Quiz
170
5
Utilizing Federal, State, And Community Resources
175
4
State and ESEA Pre-Schools
175
1
Family Center/Healthy Start Program
175
2
Health Services of Folsom Cordova Unified Schools District
177
1
Special Education Program
177
1
New Careers Orange County (California)
178
1
Using The Internet And CD Rom
179
4
The Internet
179
1
Common Files can be Databases, Programs, or E-Mail
179
1
Compact Disks are a Fine Resource
180
1
Developing an Instruction and Learning Knowledge Base
180
3
Strategies For Teaching Or Reaching Many Kinds Of Minds
183
4
Establishing a Mindset
183
1
Experimenting with Instructional Modifications
183
1
Creating a Teacher-Student Monitoring System
184
1
Following Through
184
1
Implications and Limitations of a Neurodevelopmental Perspective
184
1
Students Vary Widely
185
2
A Tutoring Program For At-Risk Students That Works
187
10
Case for Need
187
1
Limits on Learning
187
1
Development of Vision
188
1
After-School Tutorial Program
188
1
Target Populations
188
1
Tutors
189
1
Program Aims
189
1
Program Objectives
189
1
Conclusion
190
7
An Evaluation Case Study At Los Naranjos Elementary School
197
2
Stating the Problem
197
1
Interpret Standardized Test Results
197
1
Context Evaluation
198
1
Identifying Goals, Objectives, and Behavioral Objectives
198
1
Surveying Teachers, Students, and the Community
198
1
APPENDIX A: TEACHER GUIDELINES FOR INTERPRETING THE RESULTS OF THE RISK ASSESSMENT
199
9
Elementary Risk Assessment Questionnaire
199
1
The Questionnaire and Suggested Interventions
199
9
APPENDIX B: EVALUATION COMPETENCIES
208
4
Concept 1.1
208
1
Concept 1.2
208
1
Concept 1.3
209
1
Concept 1.4
209
1
Concept 1.5
209
1
Concept 1.6
210
1
Concept 1.7
211
1
Summary
211
1
APPENDIX C: MULTIPLE INTELLIGENCE INSTRUCTIONAL ACTIVITIES MANUAL
212
9
APPENDIX D: SAMPLE PRINCIPAL WRITTEN FORMS AND GUIDELINES
221
40
Bibliography
261
6
Index
267