The TQE Principal: A Transformed Leader

Overview

This easy to read, practical book distills the key skills and techniques that principals need if they are to become effective TQE-based instructional leaders. The book includes useful charts, checklists, timelogs, key terms and concepts, references for future study and a planning and troubleshooting guide.

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Overview

This easy to read, practical book distills the key skills and techniques that principals need if they are to become effective TQE-based instructional leaders. The book includes useful charts, checklists, timelogs, key terms and concepts, references for future study and a planning and troubleshooting guide.

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Product Details

Meet the Author

Richard Sagor founded ISIE (pronounced “I see”), the Institute for the Study of Inquiry in Education, in 1997, to work with schools and educational organizations on the use of action research and data-based school improvement while he was a professor of educational leadership at Washington State University (WSU). Prior to joining the faculty at WSU, Sagor had 14 years of public school administrative experience, including service as an assistant superintendent, high school principal, instruction vice principal, disciplinary vice principal, and alternative school head teacher. He has taught the entire range of students, from the gifted to the learning disabled, in the areas of social studies, reading, and written composition. Educated in the public schools of New York, Sagor received his BA from New York University and two MA degrees as well as a Ph D in Curriculum and Instruction from the University of Oregon. Beyond his work as a teacher and administrator, Sagor has had extensive international consulting experience. He served as a site visitor for the United States Department of Education’s Secondary School Recognition Program and has worked with the Department of Defense’s overseas schools, numerous state departments of education, and over 200 separate school districts across North America. His consulting has focused primarily on leadership development, the use of data with standards-based school improvement, collaborative action research, teacher motivation, and teaching at-risk youth. His articles on school reform and action research have received awards from the National Association of Secondary School Principals and the Educational Press Association of America. Sagor’s books include The TQE Principal: A Transformed Leader; At-Risk Students: Reaching and Teaching Them; How To Conduct Collaborative Action Research; Local Control and Accountability: Getting it, Keeping it, and Improving School Performance; Guiding School Improvement With Action Research, and Motivating Students and Teachers in an Era of Standards.

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Table of Contents

Foreword
Preface
About the Authors
1 Understanding How the Work of Groups Fits Into the School's Vision 1
The Strategic Planning Process 2
Creating a Shared Vision 10
2 Involving Both "Customers" and "Suppliers" for Improved Outcomes 20
What We Know About Change in School Settings 21
What Makes for a Functional School Work Group? 22
Who Is the Customer? 23
Organizing the Suppliers 29
Encouraging Suppliers to Focus on Quality 34
3 Optimizing the Talents of All Staff Members 50
How Adults Learn 51
Dealing With School Culture 56
Recognizing the Talents of Teacher Leaders 58
4 Being Coaches and Counselors - Not Judges 70
Providing Support to Teachers 71
Coaching for Professional Development 76
5 Making Quality Decisions Based on Data 97
The Concept of Reducing Variation 97
Collaborative Action Research 106
Managing Time as a Resource 114
6 Building a Professional Learning Community 122
Management by Walking Around 124
Governance 127
Not Expecting Perfection 129
Cognitive Dissonance Theory 130
Having a Clear Vision of the Quality School 135
How to Create a Learning Community 138
7 A TQE Model of Instructional Leadership 143
Planning and Troubleshooting Guide 148
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