From Difficult Teachers . . . to Dynamic Teams

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Overview

Based on interviews with experienced principals, this book helps leaders examine the causes of negative staff behavior and build a culture of shared leadership, collegiality, and teamwork.

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Editorial Reviews

Nora G. Friedman
"This is one of the most interesting books I have read to date. This book absolutely fills a void in the field: how to recognize difficult behaviors in teachers and how to reshape their behaviors to help them improve their enjoyment of school and a school’s culture."
Patricia Bowman
“This book reflects a true understanding of the different personalities principals and administrators face and clearly outlines what each leader can—and should—do to establish a positive, proactive environment for their employees and the students. This is one book no administrator should be without.”
Ronald G. Joekel
"What do you do as a principal when you encounter difficult teachers? Brock and Grady deal with this problem head-on as they identify frequently troublesome behaviors, strategies that have proven successful in dealing with problems, and suggestions to help prevent these behaviors in the first place by building a positive culture of shared leadership and teamwork."
Jennifer Fraser
"This should be required reading for all principals, aspiring principals, administrators, and teachers. As a principalof 28 years, I was able to identify all of the descriptors of how people function and how one could react to different styles of personal interaction. The content will resonate with principals irrespective of the type of school."
Kaye L. Peery
“Recently, a colleague and I attended a conference that required a lengthy drive. During the drive, I read this book out loud. We laughed, made jokes, complained, and agreed and disagreed with the authors. This entertaining book is a painless way to study a disagreeable topic. The guidance offered is easily applied to situations we face on a daily basis."
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Product Details

  • ISBN-13: 9781412913478
  • Publisher: SAGE Publications
  • Publication date: 5/12/2009
  • Edition description: New Edition
  • Pages: 160
  • Sales rank: 1,402,562
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.50 (d)

Meet the Author

Barbara L. Brock is a professor of education at Creighton University in Omaha, Nebraska.She has held a variety of positions in education, including education department chair, director of school administration, elementary principal, and K-12 teacher.She presents nationally and internationally on topics of beginning teacher induction, leadership succession, teacher and principal burnout, and educators with disabilities.She is coauthor with Marilyn Grady of Principals in Transition: Tips for Surviving Succession, From First-Year to First-Rate: Principals Guiding New Teachers, Rekindling the Flame: Principals Combating Teacher Burnout, Avoiding Burnout: A Principal’s Guide to Keeping the Fire Alive, and Launching Your First Principalship.She has published in a number of journals, including The Journal of the Mid-Western Research Association, Educational Considerations, Connections, Clearinghouse, and Catholic Education: A Journal of Inquiry and Practice. She received her bachelor of arts degree in art education from Briar Cliff University, a master of arts with a specialty in school administration from Creighton University, and a doctorate in administration, curriculum, and instruction from the University of Nebraska-Lincoln.

Marilyn L. Grady, is professor of educational administration at the University of Nebraska-Lincoln (UNL). She is the author or coauthor of 23 books, including From Difficult Teachers to Dynamic Teamwork (2009) with Brock, Getting it Right from the Start (2009) with Kostelnik From First Year to First Rate (2007) with Brock, 194 High-Impact Letters for Busy Principals (2006), 20 Biggest Mistakes Principals Make and How to Avoid Them (2004) and Launching Your First Principalship (2004) with Brock. Her research areas include leadership, the principalship, and superintendent-board relations. She has more than 175 publications to her credit. She is the editor of the Journal of Women in Educational Leadership. Her editorial board service has included Educational Administration Quarterly, International Studies in Educational Administration, International Journal of Learning, Rural Educator, Journal of At-Risk Issues, Journal of School Leadership, Advancing Women in Leadership On-Line Journal, Journal for Rural School and Community Renewal, International Journal of Learning, and Journal for a Just and Caring Education. She is the recipient of the Stanley Brzezinski Research Award, NCPEA’s Living Legend Award, the Donald R. and Mary Lee Swanson Award for Teaching Excellence, UNL’s Distinguished Teaching Award, and UNL’s Award for Outstanding Contributions to the Status of Women.

Grady coordinates an annual conference on women in educational leadership that attracts national attendance and is in its 24th year. She has been an administrator in K-12 schools as well as at the college and university levels. She received her bachelor’s degree in history from Saint Mary’s College, Notre Dame, Indiana, and her doctorate in educational administration with a specialty in leadership from The Ohio State University.

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Table of Contents

Introduction
Acknowledgments
About the Authors
Part I. Identification and Understanding
1. Understanding Difficult Teachers
Who Are They?
How Did They Get This Way?
What Do Difficult Teachers Want?
The Effects of Difficult Teachers
2. Difficult Teachers, Difficult Behaviors
Chronic Comnplainers
Negative Teachers
Inflexible Teachers
Noncompliant
Gossipers
Anarchists
Snipers
Bullies
Noisemakers
Selfish Teachers
Part II. Solutions and Strategies
3. Facilitating Behavior Change: Conversations, Warnings, and Improvement Plans
Before a Problem Occurs
How to Encourage Behavior Change
When Conversations Fail
4. Am I Contributing to the Problem?
Why Are Some Principals "Difficult "?
Could Your Behavior Be Considered Difficult?
Fertile Ground for Difficult Teachers
Gender-Related Differences in Difficult Behaviors
Strategies for Change
Part III. Prevention
5. Interpersonal Skills That Help
Listening to Understand
Speaking for Understanding
Body Language
Defusing Emotionally Charged Conversations
6. Creating a Culture of Teamwork
Building a Positive Culture
Focusing on Positive Teachers
Creating a Spirit of Teamwork
Rewarding Positive People
References
Resources
Index

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