How to bring out the best in your staff—and in yourself
How do we attract and retain high-quality teachers? This text offers a refreshing alternative to the portfolio and high-stakes accountability models of school improvement. Based on the successful methods of Dealous Cox, this book describes a leadership philosophy based on the search for wisdom through personal reflection and community. The authors share their experience with this leadership style and document the sustainable results of transformational leaders working with teachers as partners rather than adversaries. These results include:
- Consistently improved teacher performance
- Improved teacher quality
- Greater professional satisfaction for teachers
- Stronger community support for schools
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About the Author
Richard Sagor recently retired from his position as professor and director of the Educational Leadership Program at Lewis & Clark College. In 1997 he founded ISIE (pronounced “I see”), the Institute for the Study of Inquiry in Education, 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 his work at the university level, 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: How to Get It, Keep It, and Improve School Performance; Guiding School Improvement With Action Research; Motivating Students and Teachers in an Era of Standards; and Collaborative Action Research for Professional Learning Communities.
Sagor can be contacted at the Institute for the Study of Inquiry in Education, 16420 SE Mc Gillivray, Suite 103–239, Vancouver, WA 98683, or by e-mail at email@example.com.
Table of Contents
List of FiguresForeword by Sheldon H. BermanPrefaceAcknowledgmentsAbout the AuthorsIntroduction1. The West Linn School District District Context2. Three Key Leadership Functions Transformational Leadership The Development and Nurturing of Shared Community Vision The Development and Nurturing of an Ethic of Continuous Improvement The Development and Nurturing of the Organization's Commitment to Productive and Ethical Human Relations Quaker Theology: As a Belief System and a Metaphor3. Making a Virtue Out of a Necessity: The Beginnings of the People Strategy The People Strategy for School Improvement Supervising the Probationary Teacher Annual Celebration of Excellence4. Hiring the Very Best The Eye of the Proprietor Faculty Recruitment/Selection at West Linn High School Reflection Questions: Hiring the Very Best5. Making Continuous Professional Learning an Organizational Norm Professional Development and the People Strategy Professional Development Strategy #1: Budgeted Building and District Funds Professional Development Strategy #2: Professional Growth Planning Professional Development Strategy #3: Tuition Reimbursement Professional Development Strategy #4: Cooperative Master's Program Professional Development Strategy #5: Professional Development Fund Leading Through Limited Partnerships Reflection Questions: Making Continuous Professional Learning an Organizational Norm6. Providing Responsive Developmental Supervision Four Key Concepts Governing Supervision Supervision When Professionals Are Having Problems A Veteran Teacher Struggling With Classroom Management Reflection Questions: Providing Responsive Developmental Supervision7. Differentiated Supervision: Evaluation Outside the Box Supervision and Evaluation at West Linn High School When is Traditional Evaluation Necessary? The Proposal for a Differentiated Supervision System Reflection Questions: Differentiated Supervision8. The Extended Shadow of the Leader An Outside Superintendent Example #1: Assigning Students to Classrooms at Cedaroak Park Elementary School A Keen Eye for Talent Example #2: Multiage Classrooms at Boeckman Creek Elementary School Reflection Questions: The Extended Shadow of Leadership9. The Acceptance of Uncertainty Scientific Management and Proven Practices Feigning Certainty Choosing a District-Wide Computing Platform Providing Developmentally Appropriate Education at Willamette Elementary School Uncertainty and School Culture Reflection Questions: Acceptance of Uncertainty10. Hubris: An Ever Present Concern The "Worrier in Chief " The Political Context of Public Schools Owning Up To Flaws The High School Annual Report: Warts and All The Gang of 1,000 Reflection Questions: Keeping Hubris at BayA Final WordEpilogueReferencesIndex