The principal's companion : (Record no. 906)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 08776cam a22003254a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 15579469 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20190830094115.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 090108s2009 caua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER | |
| LC control number | 2008056035 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781412965491 (cloth) |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | DLC |
| Transcribing agency | DLC |
| Modifying agency | DLC |
| 043 ## - GEOGRAPHIC AREA CODE | |
| Geographic area code | n-us--- |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB2831.92 |
| Item number | .R63 2009 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 371.2/012 ROB A |
| Edition number | 22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Robbins, Pamela. |
| 245 14 - TITLE STATEMENT | |
| Title | The principal's companion : |
| Remainder of title | strategies for making the job easier / |
| Statement of responsibility, etc. | Pam Robbins, Harvey B. Alvy ; foreword by Kent D. Peterson. |
| 250 ## - EDITION STATEMENT | |
| Edition statement | 3rd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Thousand Oaks, Calif. : |
| Name of publisher, distributor, etc. | Corwin Press, |
| Date of publication, distribution, etc. | 2009. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xix, 251 p. : |
| Other physical details | ill. ; |
| Dimensions | 28 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes bibliographical references (p. 269-244) and index. |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Foreword by Kent D. Peterson<br/>Preface<br/>Acknowledgments<br/>About the Authors<br/>Part I. The Principal's Many Roles<br/>1. Leader as Learner<br/>Principal as Lifelong Learner<br/>Learning in Many Contexts<br/>The School as a Powerful Context for Learning<br/>A Global Perspective<br/>When Old and New Ideas Converge<br/>2. Leader as Manager<br/>Good Leadership Requires Effective Management<br/>Management Responsibilities and Strategies<br/>Crisis Management Planning<br/>A Final Observation Regarding School Management<br/>3. Leader as Shaper of School Culture<br/>Core Beliefs and Values Are the Heart of Culture<br/>The Physical Environment Reflects Core Values<br/>Rituals Display Core Values and Call Attention to What Is Important<br/>Celebrations Call Attention to What Is Important<br/>How People Spend Time Reflects Core Values<br/>Norms Are the Unwritten Rules of Culture<br/>Powerful Stories Communicate and Reinforce Cultural Values<br/>Reading, Transforming, or Shaping a Culture<br/>Final Thoughts on Culture<br/>Part II. Critical Skills for Effective Leadership<br/>4. The Art of Human Relations: Getting the Job Done<br/>Task and Relationship Behaviors<br/>Differentiated Support<br/>Personality Styles<br/>Recommendations for Skillful Human Relations<br/>The Role of Emotions in the Organization: Remembering the Heart<br/>5. Managing Time<br/>Brevity, Fragmentation, and Variety<br/>Techniques for Time Management<br/>Managing Bifocally<br/>Multi-Tasking: A Modern Day Solution or Hazard?<br/>Final Thoughts on Using Time<br/>6. Effectively Working With the Central Office and Other Schools: Forging Success Through Collaboration<br/>Caught in the Middle<br/>How Is the School District Governed?<br/>Communication Between the School and the Central Office<br/>Management Tips for Working With the Central Office<br/>Maintaining a Strong Relationship Between the Central Office and the School<br/>Forging a School and Central Office Partnership: Putting Staff and Student Learning First<br/>Part III. Honoring the School's Mission<br/>7. Understanding, Planning, and Implementing Change<br/>Change Brings Loss and Resistance<br/>Influencing Individuals and the Institution<br/>Building Trust for Successful Change<br/>Conflict Can Contribute to Positive Change<br/>Strategies to Promote Trust<br/>Classical Insights Regarding Change and Continuous Improvement<br/>Three Phases of Change<br/>A Look at Change From the Individual's Perspective<br/>Stages of Concern<br/>Some Final Thoughts on Change<br/>8. Building a Vision and a Mission Together<br/>Why Have a School Vision and Mission?<br/>School Activities That Highlight the Mission<br/>Joint Administrative and Faculty Mission Statement<br/>Mission-Building Activity<br/>Developing Yearly School Improvement Goals to Accomplish the Mission<br/>Part IV. Working Together to Build a Learning Organization<br/>9. Enhancing Teacher Growth Through Supervision and Evaluation Practices Designed to Promote Student Learning<br/>Issues and Dilemmas<br/>Essential Ingredients for Successful Supervision<br/>Effective Instructional Strategies<br/>Brain-Compatible Teaching Practices<br/>Increasing Teacher and Administrative Reflection Through Clinical Supervision<br/>Tips for Conferencing and Observing<br/>Walkthroughs, Snapshots, or Drive-Bys<br/>Guidelines Related to Evaluation and Legal Concerns<br/>Final Thoughts on Supervision and Evaluation<br/>10. Maximizing Feedback About Teaching: Differentiated Professional Growth Options<br/>Reflections on Feedback<br/>Moving Toward Collaborative Feedback<br/>Differentiated Professional Growth Options: How the System Works<br/>Sources of Feedback: Categories and Approaches<br/>Self-Assessment: Establishing Benchmarks of Progress<br/>Individual Reflection and Institutional Renewal<br/>11. Building a Collaborative School: The Power of Teacher Leadership and Community<br/>Portrait of a Collaborative School: The Professional Learning Community<br/>An Image of Reality<br/>The Case for Collaboration<br/>Moving Toward Collaboration<br/>Necessary Conditions for a Collaborative School<br/>A Spectrum of Activities<br/>Teacher Leadership and the Collaborative School<br/>The Principal and Collaboration<br/>Some Final Thoughts on Collaboration<br/>12. Fueling the Learning Organization Through Professional Development<br/>Why Professional Development?<br/>Professional Development Defined<br/>Creating an Atmosphere for Professional Development to Thrive: Some Guidelines<br/>Planning a Peer-Coaching Program<br/>Facilitating the Individual's Professional Development Experience<br/>The Big Picture<br/>13. Faculty Meetings: A Tool for Capacity Building<br/>Faculty Meetings as Learning Opportunities<br/>The School Mission and Faculty Meetings<br/>Increasing the Teachers' Roles in Faculty Meetings<br/>Some Successful Faculty Meeting Strategies<br/>A Final Thought<br/>14. Asking the Right Questions About Curriculum, Instruction, and Assessment: Getting to Know the C.I.A.<br/>Keeping the Curriculum Relevant<br/>Asking the Right Questions<br/>Continuing the Curriculum Discussion<br/>Part V. Starting Effectively and Staying the Course<br/>15. First Days of School<br/>Logistical Concerns<br/>Beginning-of-the-Year Faculty Meetings Set a Tone<br/>Departmental and Grade-Level Meetings<br/>Orienting Teachers Who Are New to the School<br/>Teacher Time in the Classroom<br/>Welcoming Students and Parents<br/>Be Visible on the First Days of School<br/>16. Tips: Ideas That Work and Align With the School's Mission<br/>Organizing Your Time<br/>Making Record Keeping Easier<br/>Additional Helpful Ideas to Stay On Task<br/>Tips on Using Technology to Enhance a Principal's Performance<br/>Providing Experiences to Celebrate the School's Culture<br/>Tips on Opening a New School<br/>Practical Guidelines for Preparing Printed Materials for Internal and External School Community Members<br/>Using Tips in Your Setting<br/>Part VI. Understanding Your Constituencies<br/>17. Working With Parents and Partnering With the Greater Community<br/>Effectively Communicating With Parents<br/>Building Bridges With the Parent Community<br/>Additional Ways to Bring Parents and Community Members Into School<br/>Broadening School Support and Partnerships<br/>Community-Based Organizations<br/>Seeking School Support Through Educational Grants<br/>Reaching Out and Working With the Media<br/>A Reflection on Partnering With Parents and the Community<br/>18. Making a Difference for Students: The Heart of the School<br/>Social Justice and the Challenge of Excellence and Equality<br/>"Those Kids" and Their Stories<br/>The Right to Be a Child and to Make Mistakes<br/>Maximizing Opportunities for Students With Disabilities<br/>Structuring Student Success<br/>Discipline Guidelines<br/>Effective Classroom Management: Handling Disciplinary Problems<br/>Reducing Bullying Behavior<br/>Cyberbullying and Social Responsibility<br/>The High School Dropout Crisis<br/>Student and Teacher Resiliency<br/>Final Thoughts on "Those Kids"<br/>Part VII. The Principal's Professional and Personal Worlds<br/>19. The Newcomer to the Principalship<br/>Problems That Challenge New Principals<br/>A Profile of the New Principal<br/>Helping Prospective and New Principals Make the Grade<br/>Practical Suggestions for Newcomers<br/>Final Thoughts on the Newcomer Experience<br/>20. Taking Care of Yourself<br/>The Selfish Nature of Martyrdom<br/>Taking Control of Your Schedule to Care for Yourself<br/>A Personal Mission Statement<br/>Gaining Perspective by Spending Time With Students<br/>Body and Mind: Healthy and Ill Together<br/>Maintaining Institutional and Individual Balance<br/>21. Keeping the Professional Candle Lit<br/>Institutionalizing Professional Growth Activities<br/>Reflection as a Tool<br/>A Principal's Portfolio<br/>Other Growth Opportunities<br/>22. Reflections on the Principalship<br/>Serving the School Community<br/>Where Do We Go From Here?<br/>The Good School<br/>Take Time to Smell the Roses<br/>References and Additional Readings<br/>Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | School principals |
| Geographic subdivision | United States |
| General subdivision | Handbooks, manuals, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Educational leadership |
| Geographic subdivision | United States |
| General subdivision | Handbooks, manuals, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | School management and organization |
| Geographic subdivision | United States |
| General subdivision | Handbooks, manuals, etc. |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Alvy, Harvey B. |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) | |
| a | 7 |
| b | cbc |
| c | orignew |
| d | 1 |
| e | ecip |
| f | 20 |
| g | y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Stack text books |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Total Checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | 16/1 | All India Institute of Speech and Hearing | All India Institute of Speech and Hearing | 30/08/2019 | 371.2/012 ROB A | 18019 | 30/08/2019 | 30/08/2019 | Stack text books |