Front cover image for Empowering teachers : what successful principals do

Empowering teachers : what successful principals do

Print Book, English, ©2001
Corwin Press, Thousand Oaks, Calif., ©2001
xxi, 201 pages : illustrations ; 24 cm
9780761977315, 9780761977322, 0761977317, 0761977325
43694216
List of Figures
viii
Foreword to the First Editionix
Carl D. Glickman
Foreword to the First Editionxi
Cindy Loe
Prefacexvi
Acknowledgmentsxviii
About the Authorsxx
Sharing Governance
1(20)
Teacher Empowerment
2(1)
What Does Teacher Empowerment Look Like?
3(1)
The Impetus for Teacher Empowerment
4(1)
Empowering Leadership
5(8)
True Empowerment
13(1)
Shared Governance and Student Learning
14(2)
The Leadership Factor
16(1)
Barriers to Teacher Empowerment
17(1)
About the Study
18(3)
Trusting the Experts: Teachers
21(20)
Why Do We Need Trust?
23(1)
The Essentials
23(9)
How Shared Governance Principals Build Trust and Empower Teachers
32(3)
Benefits of Building Trust
35(1)
Reminders
36(5)
Creating Instruction-Oriented Structures That Help Teachers Do Their Best
41(34)
Readiness, Common Goals, and Unique Characteristics
43(7)
Guideposts for Beginning Shared Governance
50(5)
Remember to Include Parents
55(1)
The League's Hybrid Form of Governance
55(4)
Be Aware!
59(2)
Teacher Effects
61(8)
Tips for Initiating Shared Governance Structures: A Baker's Dozen Plus One
69(6)
A Cornucopia of Supportive Resources
75(12)
Guiding Assumptions
77(3)
The Principal's Role
80(1)
Strategic Support
81(3)
Impacts From Support
84(1)
Implications for Practice
84(3)
Encouraging Autonomy and Innovation
87(10)
Empowering Teachers by Encouraging Autonomy
88(3)
Empowering Teachers by Encouraging Innovation
91(1)
The Benefits of Treating Teachers as Professionals
92(2)
Strategies for Promoting Autonomy and Innovation
94(3)
Modeling Personal Dimensions
97(14)
A Model Shared Governance Principal
102(4)
Teacher Responses
106(1)
A Pitfall to Creating a Climate for Success: Letting Go and Role Strain
107(2)
Tips From Teachers
109(2)
About Risk and Threat
111(10)
Negative Behaviors of Ineffective Principals
112(2)
Positive Behaviors of Successful Shared Governance Principals
114(1)
Moving Toward Shared Governance Assumptions
115(1)
Responding to Basic Motivational Needs: Reflective Practice
116(1)
Navigating in Uncharted Waters
117(4)
Valuing and Rewarding Good Work
121(8)
The Relationship Between Reward and Empowerment
122(1)
The Rewards of a Career in Teaching
123(1)
Rewarding by Praising, Valuing, and Respecting Teachers
123(1)
Effects on Teachers
124(2)
Teacher Dissatisfaction: Caveats About Rewards
126(1)
Guidelines for Effective Use of Symbolic Rewards
127(2)
Helping Solve Problems
129(12)
The Metaskill of Problem Solving
130(4)
Shared Governance Principals' Problem-Solving Skills
134(3)
Teachers' Reactions
137(1)
Helpful Reminders
138(3)
Providing Leadership That Is Facilitative and Democratic
141(24)
Assumptions of Facilitative-Democratic Leadership
145(2)
``Moving'' Schools Versus ``Stuck'' Schools
147(1)
Necessary Conditions for Facilitative-Democratic Leadership
148(4)
Teachers as Leaders: Creating Power in a Community of Leaders
152(2)
Moving Toward Greater Facilitative-Democratic Leadership and Teacher Empowerment
154(2)
Looking Ahead: What Does It Mean to Be an Instruction-Oriented Facilitative-Democratic Leader?
156(5)
Future Research
161(2)
A Final Thought
163(2)
Resource: Research Method and Procedures165(6)
References171(20)
Index191