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Keeping and Improving Today's School Leaders

Bruce S. Cooper | Sharon Conley
€92.99
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A01=Bruce S. Cooper
A01=Sharon Conley
Author_Bruce S. Cooper
Author_Sharon Conley
Category=JNK
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Product details

  • ISBN 9781607099635
  • Weight: 383g
  • Dimensions: 169 x 241mm
  • Publication Date: 16 Dec 2010
  • Publisher: Bloomsbury Publishing Plc
  • Publication City/Country: US
  • Product Form: Hardback
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Description
With dwindling funds and resources, tougher state and federal standards, and fatigue from more regulations and testing, many school administrators are giving up_or 'crashing' and leaving their posts. This book examines the process of sustaining and retaining quality leaders at the school and district levels. Beginning with a foreword by Michelle D. Young on the importance of administrative leadership in schools, subsequent chapters address: six steps of critical organizational supports for leaders; the need for socializing assistant principals into their roles; administrators' perceptions of their administrative teams; school routines and rituals; the need for administrator mentoring of Latina/Latino leaders; the relationship between superintendent leadership and principal job satisfaction and efficacy. Concluding with thoughts about retaining and sustaining the best leaders in dynamic environments, the various chapters offer contemporary views on retaining and encouraging school administrators throughout the life cycle. The chapters provide needed insight into what should and must be done to grow the best leaders for U.S. schools.
About Bruce S. Cooper | Sharon Conley

Bruce S. Cooper, Ph.D. is professor of educational leadership and policy at Fordham University Graduate School of Education in New York City. His latest books as editor and author include: Handbook on Education Politics and Policy with James Cibulka and Lance Fusarelli (Routledge Press) and The Rising State: How State Power is Transforming our Nation's Schools (SUNY Press) with Bonnie Fusarelli. He is former president of the Politics of Education and a recent recipient of the Jay D. Scribner Award for Mentoring from the University Council of Education Administration.

Sharon C. Conley, Ph.D. is professor of education in the Gevirtz Graduate School of Education at University of California, Santa Barbara. Her latest articles include: "Organizational Routines in Flux: A Case Study of Change in Recording and Monitoring Student Attendance" with Ernestine K. Enomoto in Education and Urban Society and "Teacher Role Stress, Satisfaction, Commitment and Intentions to Leave: A Structural Model" in Psychological Reports.

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