Handbook of successful school administration

목차 (Table of Contents)

• CONTENTS
• 1. Getting Better Results from Substitutes, Teacher Aides, and Volunteers / BRYCE PERKINS[Ed. D.] = 1
• How to Obtain and Effectively Use Substitute Teachers = 3
• Recruiting and Maintaining an Adequate Supply = 4
• Using Handbooks to Instruct and Guide Substitutes = 12
• Providing Orientation and In-Service Training = 14
• Helping the Substitute While She's in Your School = 17
• Evaluating the Substitute = 21
• How to Use Teacher Aides Effectively = 22
• How Schools Are Using Paraprofessionals = 23
• How to Recruit and Screen Paraprofessional Personnel = 27
• Steps to Introduce a Program in Your School = 33
• Getting the Most Value From Volunteers = 35
• How to Initiate a Volunteer Program in Your School = 35
• How Team Mother Specialists Served Moreland Elementary School = 37
• How Volunteers in Washington, D.C., Provide Enrichment = 39
• Recruiting Volunteers = 42
• Some Guidelines for a Successful Program = 46
• 2. Grouping Students for Improved Instruction / DOROTHY WESTBY GIBSON[Ed. D.] ; FRED T. WILHELMS[Ph. D.] = 49
• The Problem of Grouping = 51
• The Quest for the Teachable Group = 51
• The Start of Our Present Grouping Practices = 52
• Current Research That Helps Educators Make Decisions About Grouping = 54
• In Order to Learn, Pupils Must See Themselves as Learners = 55
• Ability Grouping May Promote a New Style of Segregation = 55
• Pupils Have Individual Styles of Learning = 56
• Disadvantaged Children Bring Special Learning Problems to the Classrooms = 57
• Classes as Groups Contribute to, or Detract from, Learning = 58
• The Interaction between Teachers and Pupils Influences Learning = 59
• Excellence Is of Many Kinds = 60
• Recent Innovations That Guide Educators in Grouping Practices = 61
• Grouping for Individuality = 62
• Grouping for Special Purposes = 67
• Combination of Grouping Practices = 72
• Innovations That Aid Effective Grouping = 74
• New Methods of Staff Utilization = 74
• New Instructional Media = 79
• New Uses of Class Size, Time, and Space = 83
• Criteria By Which Educators Might Make Decisions about Grouping = 88
• Special Problems That Administrators Face in Making Decisions
• about Grouping = 88
• Pressures on Decision Making = 89
• The Role of the Administrator = 89
• Selected Readings = 92
• Refetences Cited = 93
• 3. Growth In-Service Education Programs That Work / ARNOLD FINCH[Ed. D.] = 97
• Goals of In-Service Education = 99
• What Is In-Service Education? = 99
• Overall Implications of In-Service Education = 100
• The "Golden Mean" = 104
• Guidelines for Planning an In-Service Education Program = 104
• Gaining Board of Education Support = 105
• Focus on Teacher-Instructional Improvement = 105
• Insuring Maximum Teacher Involvement = 106
• Keeping the Mechanics as Simple as Possible = 106
• Providing an Adequate Budget = 107
• Highlighting Teacher Benefits = 108
• Effective Execution of Personal In-Service Education Problems = 112
• Assessing the Local Situation = 112
• Providing Time and Leadership = 112
• Creating a Favorable Atmosphere = 113
• Setting Goals-Immediate and Long-Term = 113
• Including a Variety of Activities = 114
• Be Ready to Learn and to Change = 115
• Know the Ground Rules = 116
• Evaluate Periodically = 117
• Planning Your Individual Activities = 118
• Formal Leaves for Prescribed Purposes = 126
• Informal and Indirect In-Service Educational Activities = 128
• Leadership in Extracurricular Activities = 130
• Economical Operation of Growth In-Service Programs = 132
• In-Service Education for Classified Employees = 137
• Dangers and Hazards = 137
• Structuring without Sufficient Fundilig = 138
• Getting Enough Participants in Projects or Classes = 139
• The Payoff-Improved Instruction = 140
• Bibliography and Selected Readings = 144
• 4. How to Organize an Effective Team Teaching Program / HAROLD S. DAVIS[Ed. D.] = 147
• What Is Team Teaching? = 149
• Types of Teams = 150
• How Team Teaching Is Being Used in Elementary Schools = 151
• In Lexington, Massachusetts = 151
• In Pittsburgh = 152
• In California(the Claremont Plan) = 155
• In Shaker Heights, Ohio = 156
• In North Olmsted, Ohio = 158
• In Hamden, Connecticut = 159
• How Team Teaching Is Being Used in High Schools = 161
• The Ridgewood High School-Innovation in Practice = 161
• The Nova High School = 163
• Leo High School = 164
• Implementing a Team Teaching Program = 166
• Begin by Improving Faculty Meetings = 166
• Initiate Constructive Planning Sessions = 166
• Getting a Program Underway = 167
• Planning for Facilities and Equipment = 167
• Provide for Flexibility of Time = 171
• Help the Team = 172
• Supervise the Team = 174
• Keep Parents and the Community Informed = 174
• Envision Improved Instruction Rather Than Cost Savings = 175
• Planning for Large-GFoup Instruction, Small-Group Discussion, and Independent Study = 176
• Using Large-Group Instruction = 177
• Using Small-Group Instruction = 179
• Using Independent Study = 183
• Evaluating the Results of Team Teaching = 185
• Problem of Evaluating Pupil Progress = 186
• Team Teaching Is a Change Agent = 187
• Teams Evaluate Each Other = 188
• Team Teaching as Preparation for College = 189
• Why Team Teach? = 191
• List of Selected References = 192
• 5. How to Organize a Non-Graded School / EUGENE R. HOWARD[Ed. M.] ; ROGERW. BARDWELL[Ph. D.] = 196
• Non-Gradedness-An Approach to Flexibility = 197
• Let's Meet Some Students Who Have Broken out of the Lock Step = 197
• Limitations of Gradedness = 199
• False Assumptions Underlying Conventional Grouping and Labeling Processes = 200
• Non-Gradedness, a More Flexible Structure = 201
• How Non-Gradedness is Used in Some Elementary Schools = 202
• The Problem in Today's Elementary School = 202
• The Obstacles to Be Met-and How They're Being Overcome = 203
• The First Steps in Establishing a Non-Graded Elementary School = 204
• Examples of Ungraded Elementary School Organization = 205
• The Non-Graded Secondary School-Some Promising Practices = 214
• The Ridgewood Setting = 214
• The Ridgewood Science Project = 214
• Non-Gradedness in Math-Science Survey = 215
• Non-Gradedness in English and History = 216
• Two Emerging Concepts of Non-Gradedness-the Ridgewood and Melbourne Plans = 217
• Melbourne's Cycle of Learning = 218
• Ridgewood's Linear Pattern = 220
• What Facilities Does the Non-Graded High School Require? = 222
• Facilities for Large Group Instruction = 222
• Facilities for Seminars = 223
• Learning Laboratories = 223
• The Library = 224
• Stepping Stones to a Non-Graded Program in Your School = 228
• Operating Principles for a Non-Graded Program = 229
• What Non-Gradedness Can-and Can't-Do = 231
• Suggested Readings = 231
• 6. How to Run a More Efficient School Office / FLORENCE GLENN JONES = 235
• Staffing for Improved Services = 237
• Needed-Job or Role Description = 238
• The Characteristics of an Outstanding School Secretary = 238
• Staffing in the Elementary School = 242
• The Staff in Secondary Schools = 245
• The Instructional Secretary = 251
• Planning to Aid Employees in Giving Improved Performance = 252
• Provide Convenient and Adequate Office Space = 252
• Orient = 257
• Provide for In-Service Growth = 257
• Provide for Overlap = 260
• Evaluate Periodically = 261
• Promote from Within = 261
• Try an Employee-Relations Committee = 264
• Ideas for Streamlining Operations = 264
• Try a Tardy Station = 264
• Set Up a Student Locator File = 265
• Issue a Daily Bulletin = 265
• Use Paper of Different Colors = 265
• Use Color on Mail Boxes = 266
• Use Mail Slots = 267
• Make Multiple Use of Your Master Schedule = 267
• Watch Your Forms = 267
• Appendix A - School Registrar = 270
• Distinguishing Features of Work = 270
• Illustrative Examples of Work = 270
• Qualification Requirements = 271
• Appendix B - Instructional Secretary for Elementary Schools = 271
• Distinguishing Features of Work = 272
• Qualification Requirements = 272
• Illustrative Examples of Work = 272
• Appendix C - Instructional Secretary for Senior High School Business Department = 273
• Business Department = 273
• Distinguishing Features of Work = 273
• Qualification Requirements = 273
• Illustrative Examples of Work = 274
• Staff Reaction to Instructional Secretary = 274
• Recommendations = 274
• A Bookshelf for Your Secretary = 275
• 7. Strengthening Principal-Staff Relationships / GEORGE B. REDFERN[Ed. D.] = 277
• The Principal as a Personnel Administrator = 279
• Assess Your Leadership Style = 280
• Two Kinds of Leadership = 280
• Ingredients Significant in the Good School Personnel Administrator = 282
• Knowledge and Skill Basic in School Personnel Management = 284
• Some "Acceptable" School Personnel Practices = 286
• Personnel Management Is a Constructive Process = 289
• The Ingredients of the School Personnel Process = 289
• How to Use the Techniques of Personnel Management to Strengthen Your Performance in Other Areas of Responsibility = 291
• Instruction = 291
• Administration = 300
• Pupil Personnel = 301
• Community Relations = 302
• Business Management = 302
• Steps to Improve the Personnel Situation in Your School = 302
• Analyze the Personnel Situation = 302
• Strengthen Staff Relations = 304
• Promote Good Mental Health = 306
• Guidelines = 307
• Impact of Bi1ateral Decision Making Upon Teacher-Principal Relationships = 308
• Turning the Clock Back = 308
• What Are the Effects of Teacher Militancy on the Role of Principals? = 309
• Dimensions of Our Trouble = 309
• Making Negotiation "King" = 310
• Can Teacher Militancy Become a Positive Force in the Administrative Process? = 311
• A Concluding Thought = 313
• List of Selected References = 313
• 8. Improving Your School-Community Relations Program / EUGENE C. FUSCO[Ed. D.] = 317
• Organizing the Program = 319
• SCR-An Administrative Function = 319
• Management by Objectives = 320
• The Dimensions of SCR = 321
• Working with Organized Groups = 324
• Know Your Community = 328
• Vitalizing Parent-Teacher Groups = 331
• Citizens' Committees = 332
• Using Communication Media Wisely = 336
• Newspapers - Potential School Friends = 336
• Radio Makes a Comeback = 338
• Television - Ubiquitous Medium = 343
• School Publications = 344
• School-Home Interaction = 346
• NSPRA-National Resource Center on SCR = 350
• Reaching the Disadvantaged Parents = 351
• Why Is the Problem So Special? = 352
• Toward a Better Understanding of Communications Media = 358
• Limitations of Mass Media = 359
• Other Side of Telling Is Listening = 360
• Annotated Bibliography = 361
• 9. Increasing Your Accuracy in Teacher Evaluation / STAYNOR F. BRIGHTON[Ed. D.] ; GALE ROSE[Ph. D.] = 363
• The Principal's Role in Teacher Evaluation = 365
• Know What Your Goals Are-And Reach Them = 365
• To Assess the Overall School Program = 367
• To Provide a Basis for Improving Instruction = 368
• To Motivate Teachers to Render Their Highest Level of Professional Service = 368
• To Help Teachers Succeed in Their Chosen Profession = 369
• To Provide a Basis for Making Administrative Decisions = 369
• To Provide a Basis for Developing Effective Personnel Policies = 370
• To Implement a Merit Pay Program = 371
• To Keep Records and Reports for Administrative Officers and Boards of Education = 371
• Decide Who Should Evaluate = 371
• Using Administrators as Evaluators = 371
• Using Teachers as Peer Evaluators = 374
• Using Pupil Ratings = 376
• Using Self-Evaluation or Self-Appraisal = 376
• Selecting the Criteria for Evaluation = 380
• Evaluating by Trait Studies = 380
• Using the "Raw Material" - "End Product" Approach = 381
• Evaluating by Performance Ratings = 384
• Using Various Combinations or Composite Measures = 385
• Earmarks of a Successful Program = 386
• Involve Teachers in the Evaluation Program = 388
• Define Educational Goals and Teaching = 389
• Schedule Evaluative Cycle = 391
• Develop Job Descriptions = 392
• Provide Time and Training for Evaluators = 397
• Evaluate on the Basis of Classroom Performance = 398
• Provide for Resolving Disagreements between Teacher and Evaluators = 399
• Evaluate the Evaluator and the Process Itself = 400
• Using Evaluation Instruments = 400
• Using Questionnaires = 401
• Using Inventories = 402
• Using Anecdotal Records = 403
• Employing Checklists = 404
• Using Rating Scales = 404
• Open-End Statements = 408
• Projective Techniques = 408
• Summary = 411
• Selected Readings on Teacher Evaluation = 411
• 10. Increasing Your Administrative Skills in Dealing with the Instructional Program / GEORGE B. BRAIN[Ed. D.] = 415
• The Principal's Leadership Role = 417
• Be a Democratic Leader = 418
• Follow Tested Leadership Principles = 418
• Recognize the Necessity for Change and That You Are an Agent of Change = 419
• Exercising Leadership in Instructional Matters = 420
• Keep Up Your Competence in One or Two Academic Areas = 420
• Be Enthusiastic in Working with People and Ideas = 421
• Think Creatively = 422
• Set Up a Long-Range Program for Providing Materials to Staff = 422
• Encourage the Faculty to Experiment = 423
• Be Available for Consultation and Direction = 424
• Have a Definite Plan for Informing the Community = 424
• How to Be a Leader in Curriculum Improvement = 426
• Clarify Your Basic Philosophy = 426
• How Curriculum Studies are Being Developed Today = 427
• Your Role in Curriculum Study and Development = 431
• Supervise to Improve Classroom Instruction = 433
• Classroom Observations = 433
• Conferences with Teachers = 434
• Faculty Meetings = 434
• Demonstration Teaching = 434
• Bulletins = 435
• The Time Element = 435
• Provide for Professional Growth = 435
• Include Yourself and All School Employees = 436
• Take Systematic Steps to Help Teachers = 437
• Your School Library and Library Program = 440
• How to Start a Central Library = 441
• Planning the Quarters = 442
• The School Library Collection = 442
• Staffing the Library = 444
• Developing a Dynamic Library Program = 445
• How to Make Effective Use of Special Services and Special Education = 446
• Know What is Available and How to Use It = 446
• Develop an Atmosphere of Mutual Respect and Cooperation = 447
• Provide a Realistic and Sensible Testing Program = 448
• Provide for Educational Diagnosis = 450
• Provide Remedial Instruction = 451
• 11. Positive Discipline for a More Productive Educational Climate / WENDALL W. CULTICE[M. A.] = 455
• The Concept and Function of Discipline = 457
• Evolution of Discipline = 457
• Forming the Disciplinary Policies of the School = 458
• The Need for a Written Discipline Policy = 460
• Some Tips on Good Classroom Discipline = 462
• Universal Tips on Positive School Discipline = 464
• Implementing the Program = 466
• Basic Guidelines in Building a Program = 466
• Setting a Positive Pace = 469
• The Role of the Counselor = 471
• The Need to Create a Positive Basic Curriculum = 473
• Crating a Favorable Atmosphere = 474
• The Need for a Creative Lesson = 474
• Encouraging Students to Set Their Own Standards = 476
• Identifying Physical Problems = 480
• Managing Large Groups = 481
• Student Attendance = 484
• Absence Procedure = 487
• Understanding Minority Student Problems = 488
• Overcoming the Cultural Gap = 489
• Reaching Children From Problem Homes = 491
• Understanding Minority Parent Problems = 492
• Reaching Out to Parents = 494
• Summary = 496
• Bibliography = 497
• 12. Program Planning-Using Management-By-Objectives in School Administration / JOHN A. WHRITNER ; ARTHURP. ANTIN[Ed. D.] = 503
• An Introduction to Systems = 505
• Historical Developments in Systems = 508
• Description of Program Planning = 509
• The Decision-Making Process = 513
• When to Use Program Planning = 513
• How to Use Program Planning = 514
• The Overall Process = 515
• Development of Program Planning in White Plains = 522
• The Beginnings = 522
• Another Problem : Means or End = 526
• Program Planning and The Board of Education = 527
• Goals of the White Plains Board of Education = 528
• Knocking Down the Walls = 531
• Transferring "Needs" to "Objectives" = 533
• School Objectives = 535
• Affective Domain = 536
• Cognitive Domain = 536
• Other Objectives = 537
• Conclusion = 539
• Appendix = 541
• 13. Providing for Flexibility in Scheduling and Instruction / DONALD KEYS ; GARDNER SWENSON = 557
• Why Brookhurst Adopted a Flexible Schedule = 559
• Scheduling for Flexibility = 560
• Preparing the Way for Innovation = 560
• Designing the Curriculum for Flexible Scheduling = 562
• Providing Flexibility for Methods of Teaching = 566
• The Mechanics of Flexible Scheduling = 566
• A Glimpse of the Full Scheduling Cycle = 568
• Defining Responsibilities = 568
• Constructing the Student's Schedule Card = 570
• The Teacher's Lesson Job Order-Key to Breaking the Lock Step = 573
• Working with the Scheduling Groups = 578
• Following a Lesson Job Order through the Scheduling Cycle = 578
• Scheduling the Final Job Order = 581
• Taking Attendance for the Master Absence List = 582
• Taking Class Attendance = 582
• Flow Chart of Flexible Scheduling at Brookhurst = 583
• Registration Procedure = 583
• Schedule Development Procedure = 583
• Schedule Room Procedure = 585
• Attendance and Records Procedure = 585
• Providing for Large-and Small-Group Instruction and Independent Study = 586
• Large-Group Instruction = 586
• Providing for Small-Group Discussion = 593
• Providing for Independent Study = 597
• Judging the Promise of Flexible Scheduling as an Innovation = 603
• Teacher Reactions = 604
• 14. Techniques for Handling Problem Parents / ANDREW STEVENS[Ed. D.] = 607
• Converting "Problem Parents" to "Parents with Problems" = 609
• Conducting the Parent Conference = 609
• Establish a Two-Way Conversation = 610
• Engender a Feeling of Mutual Concern = 611
• Employ the Art of Listening = 611
• Enlist Your Secretary's Help = 611
• Unconcerned and Overconcerned Parents-Two Types of Problem Makers = 612
• Parents Who Show Little Interest in Their Children = 612
• The Overdirective Parent = 613
• Dealing with Problem Parents on Classroom-Centered Issues = 615
• Working Out Problems Over Teaching Techniques = 615
• Handling Complaints About Excessive Homework = 616
• Solving Problems Over Teacher Selection = 618
• Meeting Challenges to Grades and Grading = 619
• Settling Problems Arising From Academic Awards = 625
• Dealing with Problem Parents on the Teaching of Controversial Issues = 626
• Planning a Program for Dealing with Objectionable Books = 629
• Working Successfully with Parents on the Extra-Curricular Question = 630
• Problems Caused by School Personnel = 632
• The Imperious Teacher = 633
• The Bearded Teacher = 634
• The Poor Judgment of a Teacher = 635
• The Moral Behavior of a Teacher = 637
• Other Problems That Involve the Principal with Parents = 638
• Settling the Matter of Student Behavior = 639
• Delinquency Poses Special Problems = 643
• Working with Parents on the Thorny Issue of Merit Pay = 645
• Limiting Fund-Raising Drives = 647
• School Board Controversies = 648
• Politicking Parents = 649
• 15. What Educators Should Know about School Law / WARREN E. GAUERKE[Ed. D.] = 651
• Personal Liability of School Employees = 653
• Extent of Liability = 653
• Ordinary Care Theory = 655
• Types of Actions = 657
• Automobile-Induced Litigation = 657
• Intentional Injury = 661
• Protection Through Privilege = 663
• Pupil Records and Conduct Control = 664
• School Officers and the Law = 665
• Semantic Problems = 665
• Municipal and State Officers = 667
• Law Affecting School Employees = 669
• Pupils and School Law = 680
• Admission = 680
• School Attendance = 682
• Range of School Discipline = 683
• Curriculum Prescriptions = 688
• Protection through Insurance = 689
• School Transportation = 691
• School Costs = 692
• The Law and Pupil Records = 695
• Nonclass Activities Program = 695
• For Further Reading = 695