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New School Management by Wandering Around

by William A Streshly, Susan Penny Gray and Larry E Frase Corwin Press
Pub Date:
04/2012
ISBN:
9781412996044
Format:
Pbk 336 pages
Price:
AU$68.00 NZ$71.30
Product Status: Not Our Publication - we no longer distribute
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The topic of management by wandering around is not new, but the authors’ approach is fresh and timely. This current rendition based on the original work by Frase and Hetzel gives new and seasoned administrators smart, practical advice about how to “wander around” with purpose and develop a more interactive leadership style. This text cites more than 20 well-constructed research studies that show how management by wandering around produces desirable outcomes, including:

Higher student achievement
Improved school culture
Higher teacher efficacy

Management by wandering around is not a rigid, linear process it is a combination of proven methods and a flexible, organic approach to the whole of leadership. Topics covered include developing meeting agendas, supervising instruction, dealing with marginal teachers, and creating safe campuses. The bottom line? If you want to accomplish more, start by getting out more—and this book shows you how to make it count.

List of Figures and Tables Foreword Preface Acknowledgments About the Authors 1. Defining the MBWA Leader Personal Attributes and Beliefs of MBWA Leaders Examples of MBWA From History Examples of MBWA from Industrial and Educational Leaders For Reflection The Research Base 2. School Leadership: What Matters Most aGreat Mana Theory of Leadership The aTraita Theory Modern Leadership Theories Assessing Your Leadership Style Leadership Element Number 1: Theory X vs. Theory Y For Reflection Leadership Element Number 2: Concern for the Faculty and Accomplishing the Schoolas Mission Pattern 1: Laissez-Faire (1,1) Pattern 2: Task Driven (9,1) Pattern 3: Epitome of Mediocrity (5,5) Pattern 4: Letas Party (1,9) Pattern 5: Focused on People and Product (9,9) For Reflection Leadership Element Number 3: Trust Trust Scale Leadership Element Number 4: Personal Qualities of Great School Leaders 3. Why Teachers Teach and Why They Leave For Reflection Why Teachers Teach Why Teachers Leave Teacher Demoralization Lack of Focus on Student Learning 4. Why Teachers Stay For Reflection Supportive Leadership of the MBWA Principal The Improvement Ethic Fostering the Improvement Ethic and Sense of Efficacy in Teachers Support Flow Experiences For Reflection Provide Professional Development Opportunities Assess Yourself For Reflection Recognize Tenets of Effective Professional Development Promote Collaborative Leadership Recognize Successes 5. Promoting Quality Curriculum Through MBWA Quality of Curriculum Content Teaching to the Test: Ethical or Unethical? For Reflection Designing an Aligned Curriculum Basic Definitions Backloading the Curriculum From the Test Topological Alignment Deep Alignment For Reflection Ensuring High Quality Instruction High-Impact Factor 1-Instructional Strategies The aI Thinka Variety of Studies Level I Research-Backed Studies Level 2 Research-Backed Studies High-Impact Factor 2-Classroom Management High-Impact Factor 3-Classroom Curriculum Design Monitoring the Curriculum Caveats on Research 6. Getting Into Classrooms For Reflection Research Supporting Frequent Principal Classroom Observations Conducting Informal Classroom Observations Purposes for Conducting Informal Classroom Observations Information Gathered Using the Information Gathered Observation Rules of aEtiquettea Signal That the Visit is Informal Enter Without Disruption Keep Individual Classroom Data Collected Confidential Informal Classroom Observation Protocols The Downey Walk-Through with Reflective Inquiry The 5-Step Observation Structure The Reflective Conversation The Walkabout For Reflection 7. Finding Time for MBWA For Reflection The Research on How Principals Spend their Time How MBWA Administrators Find the Time Analyzing the Big Picture Step One: Rate Your Life Role Step Two: Log the Hours Step Three: Compare Your Priorities Step Four: Study a Sample Analysis of Time Spent Step Five: Consider a Sample Plan for Spending Time Step Six: Develop Your Own Plan Time Management Myths Myth One: More Time Spent is Better Myth Two: An Open Door Policy is Always Good Myth Three: You Must Do It All Yourself Myth Four: There is Not Enough Time To Do It All Myth Five: You Should Read It All Myth Six: Ignore Problems and They Will Go Away Finding Time at Work for MBWA Time Wasters Planning for More Effective Use of Time Technique 1: Embrace Value Added Work Technique 2: Separate the Wheat from the Chaff Log Your Activities Analyze the Data Strategies for Dealing with Time Wasters Too Much Time on the Telephone Too Many Drop-In Visitors The Mail/Email Trap Meetings: Wasting Time Versus Making Progress Meeting Types Information Meetings Action Meetings Information and Action Meetings Combined Planning a Productive Meeting Before the Meeting Build an Agenda Communicate Expectations Arrange the Room Beginning the Meeting Start on Time Select a Recorder Establish Ground Rules to Guide the Meeting During the Meeting At the End of the Meeting Review Actions Taken Evaluate the Meeting For Reflection 8. Promoting Good Student Discipline and a Safe Campus Plan a Team Approach to School-Wide Student Discipline Know the Boardas Policies and Regulations Create a Student Discipline Plan For Reflection Make the Campus Safe Supervise Adequately Avoid Negligence Establish Lines of Communication with the Police 9. Dealing with Unmet Expectations: Marginal and Incompetent Teachers The Day of Reckoning Analyzing Teacher Performance Dealing with Unsatisfactory Teachers: A Four-Phase Process Phase 1: Initial Diagnosis Phase 2: The First Formal Plan for Improvement The Superintendentas Office and Legal Counsel Independent Evaluators The Mentor or Peer Assistant Reviewing and Validating the Performance Improvement Plan Observations Signed Documents Phase 3: Official Corrective Action Notice to Improve The Final Decision Phase 4: The Termination Process Points to Keep in Mind When Dealing With Unsatisfactory Teachers Dealing Effectively with Grievances 10. Ensuring Due Process and Building the File Why Tenure? Due Process Guidelines for Ensuring Substantive Due Process Substantive Due Process Guideline 1: Defining Teacher Competencies Substantive Due Process Guideline 2: Data Gathering Procedures and Documentation Substantive Due Process Guideline 3: Remediation and Resources Staying Legal with Substantive Due Process Requirements Guidelines for Ensuring Procedural or Statutory Due Process Procedural (Statutory) Due Process Guideline 1: Notice of Deficiencies, Procedures, Rights Procedural Due Process Guideline 2: The Right to a Hearing, Proper Notification Procedural Due Process Guideline 3: Formal Hearing Rights Procedural Due Process Guideline 4: Statutes, Board Policies, and Procedures Staying Legal with Procedural Due Process Documentation and File Building Criterion 1: Clear, Direct, and aTo the Pointa Vs. Veiled and aSugarcoateda Criterion 3: Detailed and Specific Content The Formal Disciplinary Memo The Phase-3 Decision Determining Access to Personnel Files Alternatives to the Dismissal Process Reassignment A Settlement or Buy-Out Epilogue Resources Resource A: Elementary School Parent Survey Resource B: Secondary School Parent Survey Resource C: Summative Teacher Performance Evaluation Resource D: Teacher Self-Assessment Inventory of Skills and Interests References Index

'From my perspective, it is not so much the wandering and the gathering of information that is important, rather it is how the supervisor or mentor uses this information to provide reflective dialogue with the person supervised. This book focuses on wandering with a purpose and engaging people in dialogue.' Carolyn J. Downey, President aThis well written book captures the simple but essential truth for effective leaders of asee and be seena.a The authorsa work in this area is grounded in research and the wisdom of successful practice, making thisAa valuable addition for courses on general leadership.a Todd A. DeMitchell, Professor, Justice Studies Program 'Streshly and Gray have placed school leadersa wandering in perspective, concentrating on the day-to-day practices of the concept. This is a book for everyone concerned about the never-ending search for practices that enrich teacher and student experiences leading to enhanced student achievement.' Margaret R. Basom, Professor of Educational Leadership 'Hits the nail on the head with a detailed exploration of how our best school leaders manage their schools. Moreover, the authors have done it in an up-to-date, practical, and authoritative way. This book will have an impact on school leaders for years to come.' Bob Avant, Principal, El Capitan High School
William A. Streshly is Emeritus Professor of Educational Leadership in the College of Education at San Diego State University (SDSU). Prior to coming to SDSU in 1990, he spent 25 years in public school administration, includingAfive years as principal of a large suburban high school and 15 years as superintendent of several California school districts varying in size from 2,500 to 25,000 students. In addition to his numerous publications in the professional journals, Dr. Streshly is author or co-author of five practical books for school leaders, The Top Ten Myths in Education, Avoiding Legal Hassles (two editions), Teacher Unions and Quality Education, Preventing and Managing Teacher Strikes, and From Good Schools to Great Schools: What Their Principals Do Well. Currently, Professor Streshly is a Senior Lead Auditor for Curriculum Management Systems, Inc., an affiliate of Phi Delta Kappa International. He has audited the instructional operations of more than 40 school districts in 16 states. His intense interest in the role of effective school leadership stems from his own extensive experience as well as his in-depth observation of the work of hundreds of practicing school principals across the country. Susan Penny Gray has been an educator for more than 40 years in Indiana and California, including 15 years as Director of Curriculum Services for the San Marcos Unified School District in San Marcos, California and eight years as a member of the Educational Leadership faculty at San Diego State University (SDSU). During her tenure as Director of Curriculum Services, Gray was responsible for developing California-recognized programs in reading and language arts, mathematics, history and social science, and science for grades K-12. In addition to her involvement with the faculty of Educational Leadership at San Diego State University, Gray is certified to train administrators and teachers in conducting walk-throughs to support higher student achievement, and has implemented this training in several states across the country. She has also served as an external evaluator of schools and is a certified School Assistance Intervention Team leader for the State of California. She received curriculum management audit training from the California Curriculum Management Audit Center in Burlingame, California, in 1998. Since then she has served on school district audits in California, Washington, Texas, Ohio, Arizona, Maryland, New York, North Carolina, Virginia, Pennsylvania, and Bermuda. She has also served on academic achievement teams conducting comprehensive on-site assessments of the educational operations of school and community college districts in California. Larry E. Frase was professor and department chair of educational leadership in the College of Education at San Diego State University. He was a former superintendent of schools of the Catalina Foothills District in Tucson, Arizona, and is the author, coauthor, or editor of 23 books and 80 professional journal articles. His books include Top Ten Myths in Education; School Management by Wandering Around; and Teacher Compensation and Motivation. He is also coauthor of Walk-Throughs and Reflective Feedback for Higher Student Achievement. He has presented papers at AERA and UCEA. He is a senior lead auditor, having led curriculum audits of 32 school systems, including Oakland, California, and Baltimore, Maryland. Frase earned his EdD at Arizona State University.