| | viii | |
| Foreword to the First Edition | | ix | |
| | | |
| Foreword to the First Edition | | xi | |
| | | |
| Preface | | xvi | |
| Acknowledgments | | xviii | |
| About the Authors | | xx | |
| | 1 | (20) |
| | 2 | (1) |
| What Does Teacher Empowerment Look Like? |
| | 3 | (1) |
| The Impetus for Teacher Empowerment |
| | 4 | (1) |
| | 5 | (8) |
| | 13 | (1) |
| Shared Governance and Student Learning |
| | 14 | (2) |
| | 16 | (1) |
| Barriers to Teacher Empowerment |
| | 17 | (1) |
| | 18 | (3) |
| Trusting the Experts: Teachers |
| | 21 | (20) |
| | 23 | (1) |
| | 23 | (9) |
| How Shared Governance Principals Build Trust and Empower Teachers |
| | 32 | (3) |
| Benefits of Building Trust |
| | 35 | (1) |
| | 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) |
| | 59 | (2) |
| | 61 | (8) |
| Tips for Initiating Shared Governance Structures: A Baker's Dozen Plus One |
| | 69 | (6) |
| A Cornucopia of Supportive Resources |
| | 75 | (12) |
| | 77 | (3) |
| | 80 | (1) |
| | 81 | (3) |
| | 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) |
| | 106 | (1) |
| A Pitfall to Creating a Climate for Success: Letting Go and Role Strain |
| | 107 | (2) |
| | 109 | (2) |
| | 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) |
| | 124 | (2) |
| Teacher Dissatisfaction: Caveats About Rewards |
| | 126 | (1) |
| Guidelines for Effective Use of Symbolic Rewards |
| | 127 | (2) |
| | 129 | (12) |
| The Metaskill of Problem Solving |
| | 130 | (4) |
| Shared Governance Principals' Problem-Solving Skills |
| | 134 | (3) |
| | 137 | (1) |
| | 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) |
| | 161 | (2) |
| | 163 | (2) |
| Resource: Research Method and Procedures | | 165 | (6) |
| References | | 171 | (20) |
| Index | | 191 | |
